Other · Ofsted report

Albion Primary School

Inspected — · published 14 Feb 2003 · URN 100774

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Full report text

ALBION PRIMARY SCHOOL

Inspection number: 246080 Full inspection carried out under section 10 of the School Inspections Act 1996 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated.

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ALBION PRIMARY SCHOOL

Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Albion Primary - 3

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INFORMATION ABOUT THE SCHOOL

School address: Albion Primary Albion Street Rotherhithe London SE16 7JD

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INFORMATION ABOUT THE SCHOOL

Name of chair of governors: Mirelle Forman

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INFORMATION ABOUT THE SCHOOL

Date of previous inspection: February 1998 Albion Primary - 4

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responsibilities

Pat Holwill Registered inspector Mathematics Art Religious education Special educational needs What sort of school is it? The school’s results and pupils’ achievements How well are pupils’ taught? How well is the school led and managed? What should the school do to improve further? 9007 Rafi Salasnik Lay inspector Pupils’ attitudes, values and personal development How well does the school care for its pupils? How well does the school work in partnership with parents? 18116 Christopher Taylor Team inspector Science, Design & technology Physical education Education inclusion 24465 Lesley Reed Team inspector Foundation Stage English Geography History 19613 Sue Thomas- Pounce Team inspector Information and communication technology Music How good are the curricular and other opportunities offered to pupils?

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responsibilities

22476 Sue Vale Team inspector English as an additional language Albion Primary - 5 The inspection contractor was:

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responsibilities

Inspection & Consultancy Partnership 360 Lee Valley Technopark Ashley Road London N17 9LN

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responsibilities

Any concerns or complaints about the inspection or the report should be raised with the inspection contractor. Complaints that are not satisfactorily resolved by the contractor should be raised with OFSTED by writing to:

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responsibilities

The Complaints Manager Inspection Quality Division

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responsibilities

Alexandra House 33 Kingsway London WC2B 6SE Albion Primary - 6

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PART A: SUMMARY OF THE REPORT 7

Information about the school How good the school is What the school does well What could be improved How the school has improved since its last inspection Standards Pupils’ attitudes and values Teaching and learning Other aspects of the school How well the school is led and managed Parents’ and carers’ views of the school

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HOW HIGH ARE STANDARDS? 12

The school’s results and pupils’ achievements Pupils’ attitudes, values and personal development

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INFORMATION ABOUT THE SCHOOL

Albion Primary School is in the London Borough of Southwark and caters for 175 pupils aged from three to 11, including full and part-time pupils who attend the nursery. Currently the school is smaller than other primary schools. At least 65 per cent of pupils come from a wide range of ethnic minority backgrounds including Asian, Black Caribbean and African heritages and 94 pupils have English as an additional language. Of these 66 pupils are at an early stage of learning English and many come from overseas, including five refugee children. This is a very high percentage when compared with schools nationally. A significant number of pupils of all ages join or leave the school at different times. At least half of the 11-year-old pupils have not been educated continuously in the school since their reception year. The number of pupils supported through Ethnic Minority Achievement Grant funding and pupils entitled to free school meals is very high and

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INFORMATION ABOUT THE SCHOOL

well above the national average. The proportion of pupils with some form of special educational need, including those with statements of special educational need, is above the national average. The attainment of pupils when they arrive at the school is well below that expected of children of the same age.

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HOW GOOD THE SCHOOL IS

Albion is a school in which pupils are highly valued and fully included in all aspects of school life. The headteacher and her deputy, provide excellent, strong leadership and all staff share their commitment and sense of purpose. Standards have improved significantly over recent years because of the headteacher’s success in ensuring very good teaching and learning in the school. As a result all pupils make good progress particularly those pupils who are educated continuously at the school. The school provides good value for money.

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What the school does well

• The quality of teaching and learning is very good throughout the school. • The children in the nursery are given a good start to their school lives. • The headteacher provides excellent leadership. Together with her deputy, staff and governors, there is a clear educational direction to the school. • Pupils have very positive attitudes to school. There are very good relationships amongst pupils and adults. • Procedures for promoting and monitoring good behaviour are very effective. Pupils’ behaviour is good and they show high levels of self-discipline. • Arrangements for pupils’ personal education are very effective. As a result, the school achieves an impressive degree of racial harmony and integration. • Pupils with special educational needs and those who have English as an additional language achieve well as a result of the very good provision made for them. • The school makes excellent provision for activities outside lessons.

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What could be improved

• Standards of attainment in information and communication technology. • Widen the range of assessment procedures to track pupils’ attainments and progress through the school. • Ensure that all subject co-ordinators have a clear understanding of the strengths and areas for development in their subjects. • Pupils’ attendance which is below average. The areas for improvement will form the basis of the governors’ action plan.

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HOW THE SCHOOL HAS IMPROVED SINCE ITS LAST INSPECTION

The school has improved well since the last inspection in June 2000. The school has continued to improve and standards are rising steadily in all subjects, although at the end of Year 6, English, Albion Primary - 8 mathematics and science are still below national averages. Information and communication technology is now taught well across most subjects of the curriculum. Assessment procedures are satisfactory and results of national tests and end of year tests are carefully analysed, but teachers do not use their short term planning rigorously enough to identify the next steps of pupils’ learning. Provision for pupils with special educational needs is very good and pupils make very good progress. Staff work well with pupils who have English as an additional language. This has a positive impact on the attainment of these pupils. The accommodation has been improved.

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STANDARDS

The table shows the standards achieved by pupils at the end of Year 6 based on average point scores in National Curriculum tests.

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Key

2000 2001 2002 2002 English D E D A Well above average Above average A B mathematics E* E* D A Average Below average C D science E E E C Well below average E

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Key

The table shows that in the national tests at the end of Year 6 in 2002, pupils’ results were below average for all schools in English and mathematics and well below average in science. However, results in English and mathematics were very high compared with similar schools, and were as good in science. In the national tests and tasks at the end of Year 2, pupils’ results in reading and writing were in the lowest five per cent of all schools: they were well below average in mathematics. Year 2 pupils’ reading and writing results were well below those in similar schools and in mathematics they were below. In the science teacher-assessed tasks, pupils’ results were well below average. Reasons for these lower than average results are: the very low attainment of pupils when they start at school; the high proportion of pupils with special educational needs and English as an additional language; and the high number of pupils who start school mid-year, many

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Key

of whom are just beginning to learn the English language.

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Key

This year’s test results exceed the school’s Year 6 targets for English, mathematics and science. There is significant improvement in the percentage of pupils who attain the higher levels, especially in mathematics. The school’s results are rising faster than they are nationally. The inspection confirms that the very good teaching is having a strong impact on pupils’ achievements. The present Year 2 and 6 pupils are likely to sustain the improvements in standards in 2003. The school has set challenging targets to improve standards in mathematics, speaking and listening and reading and is meeting them effectively.

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Key

In religious education, pupils achieve average standards at the end of Year 6. Similarly, in physical education, history, geography, design and technology and art, standards are average at the end of Year 6. Standards in music and information and communication technology are below average at the end of Year 6. More computers are needed to help pupils attain better standards in information and communication technology. Pupils with special educational needs achieve very well in their work and when pupils become proficient in English, their progress compares very favourably with that of other pupils. All pupils learn well and make good progress because work is suitably demanding. Albion Primary - 9

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Aspect Comment

Attitudes to the school Pupils have very good attitudes to learning. They show keen interest and involvement in all their work. Behaviour, in and out of classrooms Good. Pupils are courteous, polite and respectful. They listen attentively and behave well in class and around the school. Younger and older pupils play together well. Personal development and relationships Relationships are very good. Pupils show respect for others’ feelings and understand the impact of their actions on others. Attendance Unsatisfactory. Attendance is below average.

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Aspect Comment

Relationships at the school are very good and have a very positive impact on pupils’ learning. Pupils who arrive at the school speaking little or no English are made to feel welcome by pupils and staff.

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Years 1 – 2 Years 3 – 6

Quality of teaching Very good Very good Very good Inspectors make judgements about teaching in the range: excellent; very good; good; satisfactory; unsatisfactory; poor; very poor. ‘Satisfactory’ means that the teaching is adequate and strengths outweigh weaknesses.

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Years 1 – 2 Years 3 – 6

Teaching and learning throughout the school are very good, with many examples of good, and occasionally, excellent teaching across the school. There is no unsatisfactory teaching. This consistently very good teaching makes a substantial contribution to promoting pupils’ enthusiasm for learning and their standards of achievement. Main strengths of the teaching are: effective lesson planning with work set at suitable levels for all pupils, and teachers’ high expectations of their work and behaviour. Teaching in English and mathematics is at least good with some being very good. Teachers use the national strategies for literacy and numeracy successfully. They give clear explanations at the start of lessons to ensure that pupils have a clear understanding of what is to be learned. They often imaginatively ask the same question in a variety of ways to ensure that all pupils understand and then encourage their pupils to give extended answers. Teachers’

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Years 1 – 2 Years 3 – 6

assessment of pupils’ progress is satisfactory. Better use of the information gained from these assessments would help to raise standards further. Teaching and learning of pupils with special educational needs is very good and it is good for those pupils with English as an additional language. A major contributing factor to the very good teaching is the support offered in class by the teaching assistants who help the pupils’ learning. All these strengths make learning a pleasure for pupils. They respond by being interested in their work and determined to do well in all aspects of their education. Albion Primary - 10

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Aspect Comment

The quality and range of the curriculum Good. The curriculum has very good breadth and balance and is enriched by a good range of extra-curricular activities. Excellent procedures ensure that all pupils have equal access to the curriculum. Provision for pupils with special educational needs Very good. Pupils are supported well in lessons by their teachers and teaching assistants. As a result, they make very good progress. Provision for pupils with English as an additional language Good. The staff offer valuable support to help pupils have full access to the curriculum. Consequently, pupils make good progress.

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Aspect Comment

Provision for pupils’ personal, including spiritual, moral, social and cultural development There is very good provision for their spiritual, moral, social and cultural development. The school builds very successfully on the traditions and diversity within its community.

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Aspect Comment

How well the school cares for its pupils Procedures for child protection and for pupils’ welfare are very good. The use of assessment is having a positive effect on standards, but teachers need to record pupils’ progress in all subjects more carefully.

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Aspect Comment

An excellent caring, supportive environment is maintained. Parents receive a detailed yearly report on how well their child is doing at school and what they are taught.

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Aspect Comment

Leadership and management by the headteacher and other key staff Excellent. The headteacher provides outstanding leadership, ably supported by her hard-working deputy. All staff understand and fulfil their roles very effectively. Their shared commitment and capacity to succeed are excellent.

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Aspect Comment

How well the governors fulfil their responsibilities The governing body is very effective. It fulfils its statutory functions well. It has a clear understanding of how it supports and challenges the school. The school’s evaluation of its performance Very good. Information from a detailed analysis of pupils’ performance is used very well to identify areas for improvement. Teaching and learning are monitored well

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Aspect Comment

The strategic use of resources The school makes very good use of staff, accommodation and resources. Governors ensure that priorities in the school development plan are fully costed and monitored effectively.

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Aspect Comment

Staff have a good range of expertise and willingly take on responsibilities to support school development. The school has a stimulating and attractive learning environment. It is clean, well maintained and effectively managed. Governors apply principles of best value appropriately to all their decisions. Albion Primary - 11

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What pleases parents most What parents would like to see improved

• Their children like coming to school • Teaching is very good and children make good progress. • Parents are kept well informed about their child’s progress. • Teachers are approachable and always available to discuss matters. • Some parents would like their child to have more homework on a regular basis.

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What pleases parents most What parents would like to see improved

The inspection team agrees with all the positive comments made by parents and their concerns about homework. The school takes parents’ views seriously and intends to provide them with more information about their plans for homework. Albion Primary - 12

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The school’s results and pupils’ achievements

1. Overall, pupils make consistently good progress across the school and standards, especially by the end of Year 6, are rising steadily. Children’s attainment on entry to the nursery and reception classes is well below that expected of children of their age. Many of these children begin school learning to speak English for the first time. By the time they are ready to start in Year 1, the majority of children achieve well and are likely to attain the early learning goals in their personal, social and emotional development, mathematics, knowledge and understanding of the world, and in physical and creative development. In communication, language and literacy, their attainment is still below the expectations of children of a similar age.

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The school’s results and pupils’ achievements

2. In the nursery and reception classes, strong emphasis is placed on children’s personal, social and emotional development. The children are encouraged to take turns, listen to each other and staff carefully explain to them why their actions are sometimes inappropriate. Children make good progress during their time in the nursery and reception classes. They enjoy listening to stories and learn to recognise words. They start to write and enjoy sharing books with others. They learn to sort and count objects, understand the concepts of more and less and to recognise and write numbers. Children develop their understanding and knowledge of the world through observing living and growing things, finding out why things happen and how things work. Adults help children to use the outdoor play equipment and they use appropriate vocabulary to describe what the children see and do. Children develop their creativity through using a range of materials,

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The school’s results and pupils’ achievements

taking part in role-play, acting out the stories they have heard and learning to sing simple songs and nursery rhymes to help them with language patterns, rhythms and counting. Children who have limited spoken English language gain confidence to join in with the actions and do their best to say the words.

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The school’s results and pupils’ achievements

3. In 2002, Year 2 pupils’ results in national tests and tasks in reading and writing were well below average and were in the lowest five per cent of all schools. Results for mathematics and teacher-assessed science were also well below average. Pupils’ reading and writing results were well below those in similar schools and in mathematics they were below. Fewer pupils reached the higher levels in reading and writing than in mathematics where there was an improvement on last year’s figures.

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The school’s results and pupils’ achievements

4. In the 2002 national tests at the end of Year 6, pupils’ results were below average in English and mathematics and well below average in science. Results in English and mathematics were well above those in similar schools and in science pupils’ results were similar. The 2002 test results exceed the school’s Year 6 targets for English, mathematics and science and there is significant improvement in the percentage of pupils attaining the higher levels in mathematics. The school’s results at the end of Year 6 are now rising faster than the national average. The inspection confirms that improvements are being maintained and the present Year 2 and 6 pupils are likely to at least sustain their improvements in standards in 2003. Overall, pupils make consistently good progress and achieve well throughout the school.

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The school’s results and pupils’ achievements

5. In Years 1 to 6, pupils listen attentively to their teachers and to each other, but many have difficulty in expressing themselves confidently and clearly. They sometimes have difficulty following instructions, especially if this requires skills such as inference, and this affects their response to the tasks set. However, in all classes there are examples of pupils being willing and able to express their own thoughts as teachers probe their thinking. As a result, pupils make good progress. Those with English as an additional language and pupils with special educational needs benefit from working in small groups where they get more opportunity to practise speaking English. Currently at the end of Year 6, most are likely to reach the expected standard in speaking and listening. Albion Primary - 13 6. At the end of Year 2, pupils’ attainments in reading and writing are very low compared with the national average. This is because of the high number of pupils who come into school

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The school’s results and pupils’ achievements

speaking very little English. Their reading improves rapidly as they move into Years 3 to 6, and they make good progress. They soon learn to use their knowledge of letter sounds to tackle unfamiliar words and read simple texts with reasonable understanding so that by the time they are at the end of Year 6, the majority of pupils have a reading age in line with that expected of Year 6 pupils. They confidently refer to the text to answer straightforward questions about their reading, but still find it harder to use the skills of inference and deduction.

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The school’s results and pupils’ achievements

7. Although standards in writing remain very low at the end of Year 6, and pupils’ written work often does not reflect pupils’ understanding, they make consistently good progress as they move through the school. By the end of Year 2 pupils are able to sequence their ideas when they write simple sentences. They make good efforts with their spelling. By the time they are in Year 6 the higher attaining pupils write fluently and employ specific techniques, such as the use of similes and alliteration. In their best work the average attainers show a satisfactory grasp of grammar and punctuation. Lower attaining pupils and those with special educational needs have a limited understanding of punctuation, and make frequent spelling errors. Pupils practise handwriting in all classes and standards of presentation of written work are satisfactory.

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The school’s results and pupils’ achievements

8. In mathematics at the end of Year 2, pupils understand and have a satisfactory knowledge of place value to 100 and can quickly recall addition and subtraction facts to twenty with the more able pupils confident in handling larger numbers. Inspection results confirm that by the end of Year 6 pupils have a good understanding of place value, with pupils able to work confidently handling calculations using very high numbers. The depth of coverage of the curriculum in Years 5 and 6 is exemplary, with pupils learning all aspects of mathematics that are designed to move them on rapidly to higher levels of achievement. As a result of the good progress made, a significant number of pupils attain the higher levels in the end of Year 6 tests.

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The school’s results and pupils’ achievements

9. By the time the present pupils reach the end of Year 2 and Year 6, standards in science are likely to be average. Pupils make good progress so that by the end of Year 2, they are able to follow suggested lines of scientific enquiry. They sort materials by their properties, explore aspects of the texture of materials and learn about the qualities of sound and sound-making devices. Year 5 pupils investigate the effects of filtration and are able to draw conclusions from their investigations and evaluate their work. They can explain how to separate solids from liquids using filters, make sensible predictions and understand how to set up a fair test. Pupils can describe and show in diagrams the life cycles of plants and animals, and explain how to alter the pitch of sounds made by a guitar by altering the strings.

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The school’s results and pupils’ achievements

10. Pupils’ attainment in information and communication technology is below expectations at the end of Year 2 and Year 6. This is mainly due to a shortage of suitable computers in the school. At the end of Year 2 pupils use the mouse and keyboard with increasing confidence for a range of purposes. By the end of Year 6 pupils know about the Internet for research processes and are becoming skilled in communication and skills of multimedia work. A strong feature of the work is that pupils in all classes use information and communication technology to help them in most subjects.

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The school’s results and pupils’ achievements

11. By the end of Year 2 and Year 6, pupils’ knowledge and understanding of religious education is in line with the locally agreed syllabus. This is because of the teachers’ good subject knowledge and their commitment to teaching the curriculum thoroughly. At the end of Year 6 pupils reflect well on their own beliefs and how these affect their lives. They talk sensitively about the needs of others and recognise how learning about other people’s experiences and beliefs helps them personally. They know the main festivals, symbolism and beliefs associated with different faith groups.

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The school’s results and pupils’ achievements

12. A relatively large number of pupils start school at different times throughout the academic year and this causes some marked variations in achievements in most of the foundation subjects at the end of Year 2 and Year 6. For example, although pupils meet national standards in music, Albion Primary - 14 and exceed them in physical education, at the end of Year 2, standards in music are below expectations, and are only in line with national standards in physical education at the end of Year 6. This is because many pupils have very little experience of these subjects before coming into school during Years 3 to 6. However, In design and technology, pupils’ attainment is below average at the end of Year 2 but improves rapidly in the junior classes so that it is in line with expectations at the end of Year 6. In history and geography, standards are in line with expectations at the end of Year 2 and Year 6.

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The school’s results and pupils’ achievements

13. The achievement and progress of the large number of pupils with special educational needs and those who speak English as an additional language is enhanced by the very high quality of support provided by the support staff and assistants and the careful planning which takes the needs of all pupils into account. Pupils with special educational needs achieve well in their work because teachers plan work which builds on what they already know. When pupils become proficient in English, they make similar progress to that of their classmates. The school values pupils’ knowledge and skills in other languages and staff work very hard at finding out how to help pupils learn best by giving them appropriate work.

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The school’s results and pupils’ achievements

14. The school’s targets for the number of pupils to reach Level 4 or above in English, mathematics and science at the end of Year 6 in 2003 are suitably challenging. Evidence from lessons and pupils’ work bears this out: rising standards are being maintained. Effective implementation of the literacy and numeracy strategies, good teaching and the school’s efforts to set pupils’ targets are having a positive effect on standards of attainment.

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PUPILS’ ATTITUDES, VALUES AND PERSONAL DEVELOPMENT

15. Pupils are very positive in the way they act and in the way they speak about the school. Their attitudes, personal development and relationships are very good. Their behaviour is good. These positive developments have a significant and positive impact on pupils’ learning. Parents at the meeting and those who replied to the questionnaire felt very strongly that their children had positive attitudes to school. A few parents and children mentioned that they preferred being in school to being absent. Attendance is well below the national average and is unsatisfactory.

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PUPILS’ ATTITUDES, VALUES AND PERSONAL DEVELOPMENT

16. Pupils are eager to come to school. They are happy to explain why and also what they like. Unprompted, those who have been in the school for a few years, are eager to say that the school has improved during their time there. They support their opinions in an articulate way providing evidence of the new leadership, a sense of purpose in the school and the new activities provided. Pupils are good at understanding the feelings of others and how things can affect their lives. They have very good attitudes to their work. They are interested in lessons and listen to their teachers well. They are keen participants in the after-school clubs, and especially in the many visits and trips that are now offered.

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PUPILS’ ATTITUDES, VALUES AND PERSONAL DEVELOPMENT

17. Pupils’ behave well in classes, around the school and in the playground. Pupils know what is expected of them in terms of appropriate behaviour, partly because they have been involved in creating the rules. They are aware of the various programmes, such as the Place2be and drop-in sessions, which help pupils deal with behaviour issues. Only a few incidents of poor behaviour were observed. Some of these were dealt with quickly and effectively by staff working one to one with those pupils, others were resolved directly by the pupils themselves. The number of fixed term exclusions has steadily decreased over the past years. In 2001-02 there were four. The school is working hard to further reduce this and there have been none in the current academic year. There have been no permanent exclusions.

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PUPILS’ ATTITUDES, VALUES AND PERSONAL DEVELOPMENT

18. Pupils are courteous, offering to hold doors open, and considerate of adults. Personal development and relationships are very good. They work well with each other and pupils are happy to help others with their work knowing that this is often reciprocated.

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PUPILS’ ATTITUDES, VALUES AND PERSONAL DEVELOPMENT

19. Pupils are enthusiastic and happy to take on responsibilities. For example, there is a school council. Year 3 and older classes send representatives and it is so popular that the Albion Primary - 15 elections are contested. The school council has been responsible for a number of improvements including new playground makings, improving school meals and the toilets, and has published a newsletter. In classes pupils are given various shared tasks, so that all pupils have an opportunity to help. Among the ways in which older pupils help younger ones is the playground friends scheme, which was introduced some years ago. Pupils in the breakfast club clear up after themselves and on a rota basis two help move furniture afterwards.

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PUPILS’ ATTITUDES, VALUES AND PERSONAL DEVELOPMENT

20. Relationships among pupils are very good and they play and socialise well in the playground. No oppressive behaviour, such as bullying, sexism or racism, was observed. Boys and girls, and all ethnic groups play together at break and dinnertime. In discussion with pupils they knew that if they or others were being bullied, they would speak to an adult. Those pupils in mixed age classes benefit from being with pupils a year older or younger than themselves, as learning and socialising with a wider age group helps them develop a sense of responsibility and maturity.

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PUPILS’ ATTITUDES, VALUES AND PERSONAL DEVELOPMENT

21. Pupils are able to reflect on their actions and respect the views of others. For example, where older pupils’ unsatisfactory behaviour is more serious, they might be asked to write down what happened together with their view on what they did wrong, what they should have done and how they will correct it now. In assemblies where religious practices of followers of another faith were explained, pupils showed appropriate understanding and respect for the values of others.

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PUPILS’ ATTITUDES, VALUES AND PERSONAL DEVELOPMENT

22. The level of attendance at the school is well below the national average due to the number of term time holidays, the level of mobility and the difficult home circumstances of some of the children. Unauthorised attendance rates at 3.6 per cent in 2001/02 are well above the national average. Since the last inspection the school has reduced the number of unauthorised absences by more rigorous monitoring and working with families more effectively to ensure reasons for absence are given. Punctuality has improved, since the introduction of a ‘red card’ system, which pupils who are late must take to the office before going to their class. When the scheme first started about twenty cards might be given in a morning, this has now fallen to about five or six.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

23. The overall quality of teaching and learning across the school is very good. In 45 per cent of the lessons observed, teaching was good, with a further 37 per cent of teaching being very good. Teaching in six per cent of lessons was excellent and it was satisfactory in all the rest (12 per cent). The percentage of very good or better teaching is a marked improvement on that seen in the last inspection. In lessons, examples of very good teaching were observed in the Foundation Stage, numeracy, literacy, art, design and technology, physical education and music in both key stages and science in one lesson in Key Stage 1. This overall very good teaching across most curriculum areas makes a substantial contribution towards promoting pupils’ enthusiasm for learning and helping them make rapid progress.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

24. Teaching of basic skills in English and mathematics is good overall with some teaching being very good and no teaching being unsatisfactory. Such consistently good quality teaching in these subjects is having a very positive effect on the pupils’ learning and ensures that standards in these subjects continue to rise. This is a strength of the school’s provision for English and mathematics. Planning is good throughout the school and is firmly based on the National Literacy and Numeracy Strategies. However, at present, too little use is being made of the assessment information gathered from lessons, to help teachers’ future planning, or enable pupils to set their own targets. This is an aspect which needs to be developed further across the school.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

25. In the good and very good lessons, teachers have a good knowledge of the subjects to be taught and their management of pupils is very good, which results in them having positive attitudes to learning. Strengths of the very good teaching are the teachers’ high expectations. They give clear explanations at the start of the lessons to ensure that pupils have a clear understanding of what is to be learned. At the end of the lesson, the teachers enable the pupils to discuss their work within the larger group, and ensure that pupils are clear about what they have learned. Albion Primary - 16 26. Teachers’ good questioning skills ensure that all pupils are included and are encouraged to give extended answers. They often imaginatively and systematically cover the same question in a variety of ways and encourage all pupils to respond. For example, in a Year 6 numeracy lesson the teacher homed in unerringly on the pupils who were experiencing difficulties and, through

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

careful questioning, found out where they were going wrong and corrected their misconceptions. This helps all pupils to consolidate their understanding, and is especially effective in supporting pupils with special educational needs. In the otherwise satisfactory teaching, these points are not emphasised sufficiently well and this has a little effect on the progress made by these pupils. A further weakness sometimes lies in the way that the discussions at the end of lessons are too rushed and often fail to set clear targets for the next lesson.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

27. Pupils with special educational needs and those pupils with English as an additional language learn very well. All staff give pupils confidence, especially when they first arrive at the school with very little understanding of English. Class teachers and assistants generally plan together and encourage pupils to have the confidence to take a full part in lessons. Teachers place a clear focus on the vocabulary for each subject and this helps to ensure pupils understand terms used in specific contexts. Teaching assistants work well with the class teachers supporting pupils who have a wide variety of learning needs. A good example of this was seen in a group reading lesson for Years 3 and 4. The teacher, despite focusing on one group of pupils, remained very aware of the progress of others in the class and the support assistant worked very well with another groups. Both gave very good guidance to pupils and had high expectations of work and

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

behaviour. By the end of the lesson pupils were able to discuss the feelings and reasons for the characters’ actions in the story. The assistants are very well informed, are competent and are used very effectively to help pupils, especially those with special educational needs and English as an additional language, to work with interest and concentration and make very good progress. All the teaching assistants are highly valued by the teachers and pupils.

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HOW WELL ARE PUPILS OR STUDENTS TAUGHT?

28. Throughout the school, relationships between staff and pupils and the pupils themselves are very good and the mutual respect shown has a good impact on learning. The quality and use of ongoing assessments in the classrooms are satisfactory and staff offer helpful and supportive comments to pupils as they work. Pupils’ books are marked in a positive and supportive manner and in many classes pupils are given useful pointers to help them improve their work in the future. These strengths in teaching make learning a pleasure for pupils and they respond by being interested and determined to do well in all aspects of their work in the school.

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OR STUDENTS?

29. The school is successful in providing a very good curriculum. It contains the full range of subjects and complies with statutory requirements for all subjects of the National Curriculum and the locally agreed syllabus for religious education. Schemes of work for every subject have been introduced based on national guidelines and there is a clear programme of policy review. Consistency in planning is monitored effectively and a sound framework exists on planning curriculum development within the school. There is also very rich provision for extra-curricular activities and planned programme of visits and visitors. The school provides a very good range of exciting learning experiences for its pupils. It has a clear view of curriculum strengths and areas for development. It recognises the need to widen its range of assessment procedures and use the information gathered to help plan the next steps of learning for pupils.

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OR STUDENTS?

30. All pupils have equal access to all aspects of learning and curriculum provision. Pupils with special educational needs are offered the same opportunities as the others. In one case, a child with multiple learning difficulties was well included in a design technology lesson where the children were building stable structures. Boys and girls have the same opportunities. Refugees and others who need help to speak English are provided with opportunities to enable them to participate fully. Albion Primary - 17 31. Visits and visitors are encouraged and these prepare pupils well for life as citizens within a culturally diverse society. Pupils are encouraged to value diversity and they work well with each other. They are provided with opportunities to work with specialists such as the visiting music teacher who provides expert teaching in composition as part of the curriculum. The National Strategies for Literacy and Numeracy have been introduced effectively across the school and have

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OR STUDENTS?

contributed significantly to improvement in the Year 3 to 6 classes, where there has been a positive impact on standards.

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OR STUDENTS?

32. The school is strengthening its provision for Personal Social Health and Citizenship Education (PSHCE) by linking development to the role of the learning mentor in order that all children can achieve their social and academic potential through planned support. Pupils’ personal development is being addressed through a programme that includes PSHCE. There are plans to introduce formally a timetabled session and the school nurse works with teachers to deliver sex education. Parents have an opportunity for an advanced preview of the programme provided. There are significant strengths in the way the school is developing a curriculum which provides opportunities for pupils to use writing, numeracy and information and communication technology (ICT) skills in other subjects. Good provision has been planned to incorporate ICT across the curriculum. The school works hard to ensure all pupils are involved and the curriculum reflects the

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OR STUDENTS?

many cultures and faiths represented in the school.

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OR STUDENTS?

33. The school makes excellent provision for activities outside lessons. Pupils in Years 5 and 6 experience a residential trip every year, which is subsidised by the school for all children and there are further subsidies for those families that cannot afford to pay the full cost. There are various clubs giving help to those most in need at breakfast and after school. Out of school clubs cover sports, music chess and science. There is also a homework club and a range of activities out of school for gifted and talented pupils. The school makes many trips to places of interest. For example, during the inspection, a group of Year 6 pupils visited the Pump House Museum to explore wild life in the grounds around the museum. The experience they gained from this was inspirational, and they were fascinated by the variety of creatures they were able to find. Other visits include the Globe Theatre, Science Museum, Tate Modern Gallery and the Royal Institute.

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OR STUDENTS?

Millwall Football Club has offered soccer coaching and Blackheath Rugby Club has run sessions on ‘tag’ Rugby.

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OR STUDENTS?

34. The contribution of the community to pupils’ learning is very good. There are links with the local church. There are also links with the Pump House Museum, a local theatre company, a number of local charities, the Fire Service and the Police. At the time of the inspection, parents were putting together collections of toys for distribution to disadvantaged children in other countries. These were to be collected by a local tyre company for distribution. There are also links to the Southwark Business Partnership, the Arts Council and Nike.

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OR STUDENTS?

35. Relationships with partner institutions are very good. There is a close link with a local secondary school, and work experience students come into the school from a number of local secondary schools. At the end of Year 6, pupils sometimes move to up to 12 local schools. This makes close liaison difficult, but the Learning Mentor makes contact with all schools to ensure smooth transition. The school also supports teacher training and takes nursery nurse trainees from a local college.

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OR STUDENTS?

36. Spiritual, moral, social and cultural education is very good and is a strength of the school. Spiritual development is very good and is fostered through high quality assemblies, which cover major world religions and promote an understanding of their beliefs. One such assembly looked at the life of the Guru Nanak, and how his ideas lead to the development of Sihkism. The school has a spiritual, caring and tolerant ethos that fosters spiritual development effectively. All pupils are valued and their ideas and beliefs are treated seriously and never dismissed. The school ensures that pupils have a high self-esteem and sense of worth by virtue of its broad and rich curriculum both in and out of lessons. The spiritual provision is well supported by the deputy headteacher. Albion Primary - 18 37. Moral development is very good. There is a very clear moral code encapsulated in the school’s aims, rules and behaviour policy. Equality and inclusion are central issues and included in

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OR STUDENTS?

discussion when problems are tackled. The pupils have been involved in the development of these rules though assemblies and the provision of circle time. Adults provide excellent role models and demonstrate the moral code in their teaching. The older pupils know about the moral codes of other communities and understand the importance of respecting them. There is a mature appreciation of the difference between right and wrong and sense of respect for all members of the school.

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OR STUDENTS?

38. The quality of social development is very good, with relationships between pupils and between pupils and adults being very well developed. There are opportunities to be part of a democratic process through the school council which has had a significant impact on the school. The pupils engage with the wider community through charitable work as well as visits. Pupils experience residential visits; discuss conflict resolution when they are in trouble and learn to be members of teams in sporting environments. They frequently work well together and the school functions as a supportive, caring, creative and responsible community in which there is much harmony and respect. In particular, the staff show excellent levels of teamwork.

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OR STUDENTS?

39. Cultural development is very good. Art is an important feature and is strongly featured in visits to theatres, galleries and museums. The school has worked hard to develop the quality of pupils’ creative writing, with poems being published in a number of books. Also important is the wide range of after school activities such as music, science, dance, sport and chess and the frequent use of London’s museums, all adding a rich cultural experience. The extra courses for gifted and talented pupils recognise their abilities and appropriate action is taken. Individual qualities are recognised, for example, one pupil has had trials with two local Premier League football clubs.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

40. The school promotes the health, safety and well being of its pupils very successfully. Staff show their care and consideration for pupils. The school has a safe and secure environment where pupils are well supervised. Teachers and all members of staff know all the pupils by name. The school’s provision for promoting and monitoring good behaviour and eliminating oppressive behaviour is very good. The procedures for monitoring and improving attendance are satisfactory.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

41. Procedures for assessing pupils’ attainment and progress are satisfactory. Pupils in some classes are given group and individual targets, mainly in English and mathematics. The targets are often displayed on the group’s table to act as reminders to pupils. In some of the older pupils’ classes, they are able to explain what these targets are and what they need to do to achieve them. However, this system is not yet well established in all subjects and assessments are not used thoroughly enough to help pupils’ review their own progress or to help teachers’ plan their next targets for pupil’s learning. The school makes good use of baseline assessments, the SATs in each key stage and optional SATs in Years 3, 4 and 5 to analyse and monitor pupils’ overall performance.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

42. The school has an appropriate health and safety policy and the procedures for dealing with illnesses and accidents are suitable with incidents recorded and reported correctly. There are trained first-aiders among the staff who are aware of the medical needs of pupils. The midday supervisors provide support at lunchtime including dealing with minor accidents in the playground. Good relations were observed between them and pupils during the inspection. The school has appropriate links with a variety of health workers, including a school nurse who visits fortnightly, and local social services agencies. The school also buys into a speech therapist service to provide support for those pupils who need it.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

43. The deputy headteacher is the child protection officer and the headteacher acts as deputy officer. This information is known to all staff and is included on appropriate documents including on the front of class registers so that all staff know who is the named officer. The school’s policy is a Albion Primary - 19 very good detailed document based on the local authority policy, which includes advice to staff on how to behave with children. Relationships with appropriate social service agencies are good and the school officer is involved in case conferences.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

44. The policy and procedures for monitoring and promoting good behaviour are very good. School and playground rules are written in positive language rather than a set of “don’ts” and pupils have been involved in drawing them up. It is based on praise and positive role models. The school believes that good behaviour should be its own reward and stickers are used only for a minority of pupils whose behaviour is most challenging. This approach is very effective. Any incidents of unacceptable behaviour are dealt with promptly and appropriately using a rising set of sanctions that involves warnings, time out within classes, in other classes and in the playground. For more serious incidents pupils sent to a senior member of staff might be required to fill in a sheet where in addition to detailing what happened they are required to confront their behaviour by putting down what was wrong, what they should have done and how they will correct it. The Friday

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

morning assembly recognises both achievement and good work by inviting out to the front those pupils who have demonstrated either good behaviour or good work. All these procedures and systems have a very positive impact on pupils’ attitudes and behaviour in the school.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

45. The learning mentor, who has a key role in behaviour management, is usually in the playground before school and at other key times, as are the headteacher and deputy headteacher. This makes them approachable to pupils. With quite a number of staff out at playtimes, staff can deal on a one to one basis with those pupils displaying more challenging behaviour without leaving other children unsupervised. One to one sessions are run twice weekly for up to eight pupils at a time to see a therapist. Most pupils using this will attend for a term, some for longer, during lesson time. The ‘Place 2 be,’ scheme is now in its fourth year and any pupil who has a problem can request a meeting with one of the therapists by leaving a note in the box outside their office.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

46. Since the beginning of 2002 the school has run a breakfast club where up to 20 Year 3 and above pupils can attend every morning and have a subsidised breakfast. This is aimed at those who for one reason or other may not get breakfast at home or their parents need to leave early for work. Those with attendance or punctuality problems may also be invited to join. It is part of the healthy school partnership and has been subsidised in its first year.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

47. The procedure for monitoring and eliminating oppressive behaviour is very good and the number of exclusions has fallen over recent years. No oppressive behaviour was observed, whilst good relations amongst pupils from all backgrounds, was observed, as for example, when pupils discussed in the playground the countries where they came from.

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HOW WELL DOES THE SCHOOL CARE FOR ITS PUPILS?

48. The school has satisfactory procedures for monitoring and improving attendance. However, despite the school’s efforts, these have not yet had an impact on attendance figures which have remained at 92 per cent for the past three years. Registers are filled in correctly and transferred onto computer daily. The Learning Mentor monitors attendance on a weekly basis and is involved in action to improve rates. She has been particularly successful in contacting parents of pupils whose attendance rates are under 90 per cent and encouraging their children to come to the pre-school breakfast club. This also helps pupils to come into school on time. Punctuality has been improved by the ‘red card’ system which is given to late arrivals.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

49. Parents’ views of the school and the impact of parents’ involvement in the work of the school are very positive. Those parents who attended the pre-inspection meeting and filled in the questionnaires expressed overwhelming agreement with the statements about their child liking school, that teaching is good, that parents feel comfortable in approaching the school and that the school expects children to work hard and they are making good progress. Those parents who had been involved in the school for at least a few years, recognised and welcomed improvements in the school. At the meeting and in the questionnaire, parents raised issues about homework, in Albion Primary - 20 particular, the amount their children are given. The school is aware of this concern and plans to address it by producing a policy which is to be shared with parents.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

50. The school has made effective links with parents, and ensures that all parents are given the opportunity to become involved in the education of their child. The annual pupil record of achievement describes in some detail what the class has covered in each subject, what their child can do and what they enjoy. The quality of information parents receive is good, but too little information is given to them about the targets set for their child. Reports are not sent home but given to parents just before the meeting at the end of the summer term, so that parents can discuss them with the class teachers. The other parent evening is at the beginning of the school year when the class teacher tells parents what will be studied. Currently no curriculum information is sent out. The governors’ annual report contains good information about the activities of the school.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

51. Parents help out in the school on a regular basis with the school encouraging their involvement. A family literacy programme is run one full day a week for a term for parents of younger children. For the afternoon sessions their children come in to work with them. Parents use the skills they gain to help their children at home and some parents also help in classrooms. A numeracy course is planned for next term and a number of participants of the literacy programme have already said they want to take it.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

52. Parents can see teachers or the headteacher very easily. Most parents feel comfortable in approaching the school. If a problem cannot be dealt with immediately the head informs the parent when she will get back with an answer. The head interviews all new parents and pupils thereby developing a personal link with them. At that meeting the parent and child sign the home- school agreement.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

53. Parents who do not speak English are given assistance for the meetings and written material from teachers, (who speak a number of languages) or from other parents, family members or friends. Parents of pupils with special educational needs are involved appropriately in meetings with school staff and outside agencies.

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HOW WELL DOES THE SCHOOL WORK IN PARTNERSHIP WITH PARENTS?

54. Parents help organise the Friday bookshop where pupils can buy books. There is an active Friends of Albion Association which raises money for the school and also carries out practical jobs around the school such as painting. All this work contributes well to the pupils’ learning.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

55. The headteacher provides excellent leadership. She gives very clear direction to the work of the school and has developed and maintained a strong focus on raising standards and the quality of education for pupils. The school has made good improvements since the last inspection through the commitment, hard work and vision of the headteacher and her very able and supportive deputy. Together they manage to address the day to day difficulties faced by the school very successfully, and have generated high levels of loyalty from all members of staff, and respect from parents and the local community. Every possible care is taken to ensure that all pupils receive their full entitlement to a good quality education and are treated with respect and consideration at all times. All who work in the school are fully committed to this aim and this is much appreciated by the pupils and their carers.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

56. The headteacher has built a strong senior management team, and this has ensured a firm foundation for the continued growth and development of the school. All staff, teaching and non- teaching, have clear and high expectations of pupils’ behaviour and standards of work. The shared commitment by everyone to focus on improvement is excellent. They follow the school guidelines consistently encouraging very positive attitudes and behaviour and helping pupils to develop self-discipline. Performance management contributes well to school development and is successful in identifying where improvements are needed to raise standards. Albion Primary - 21 57. After a long period of instability and some difficulties with staffing, the school is now in a position to take effective measures to strengthen the roles and responsibilities of all subject co- ordinators. At present, some subjects have no subject leader, and, for example, the headteacher

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HOW WELL IS THE SCHOOL LED AND MANAGED?

has temporarily taken responsibility for science. The proposed organisation and development of the senior management team to include subject leadership will provide greater depth to the management structure. In addition it will enable more staff to take on responsibilities and support developments in specific curriculum areas. The existing subject co-ordinators already have suitable monitoring tasks such as checking teachers’ lesson planning and work sampling to help ensure that appropriate work is provided for pupils across the classes and year groups in their subject. They have already been successful in this work. Time has been allocated to enable them to fulfil their responsibilities even more effectively, so that after a period of training, they will be able to support their colleagues in the classroom and monitor the quality of teaching and learning.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

58. The match of teachers and support staff to the demands of the curriculum is very good. The deployment of teaching and support staff is very effective and ensures efficient management of the school. In classes, the learning support assistants work very well in close partnership with the teachers. All staff, teaching and non-teaching, involved in working with pupils who have special educational needs or English as an additional language are clear about their roles and understand the important part they play in helping pupils in their care to learn well. No pupil’s difficulties are taken as a reason not to strive for excellence.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

59. The development of a coherent programme to monitor and evaluate the quality of teaching and learning in the classes has been a major priority for the headteacher and staff and the system is working very successfully. The organisation, management and support for teachers new to the school are very good. For example, the school ensures that every teacher new to the school has a colleague mentor, in order to provide relevant information. This works very well to give support and guidance to newly appointed or temporary staff who work in the school.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

60. The governors apply the principles of ‘best value’, (i.e. compare, challenge, consult and compete) to all their decisions and then monitor carefully its impact on financial planning. They ensure the school spends its resources wisely and seek to obtain best value when improving learning resources. Educational priorities are supported very well through good financial planning. The school has been very successful in obtaining a number of additional funds to support developments in the school and these funds are used very effectively for their designated purposes. Governors are very clear about their monitoring role, the expectations and focus of visits in order to improve their contribution to shaping the direction of the school. The school gives good value for money.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

61. The school makes good use of all the accommodation available. The hall is used efficiently for assemblies and indoor physical education. The nursery area outside has an imaginative range of exciting and interesting features to enrich the quality of learning for the youngest pupils. The school’s building is very clean, well maintained and effectively managed. The school’s learning resources are adequate, and sufficient to meet the needs of the curriculum in most subjects with the exception of information and communication technology. Resources for pupils with special educational needs and English as an additional language are used effectively and are of good quality bringing about improved standards.

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HOW WELL IS THE SCHOOL LED AND MANAGED?

62. The headteacher, staff and governors are all involved in school development planning. Priorities for development are carefully analysed; the appropriateness of them and the actions taken to meet these objectives are very good. Subject co-ordinators report to governors to keep them informed of developments and to enable them to assess the impact of spending on standards. The curriculum committee of the governing body meets regularly to approve policies and discuss future strategies and initiatives. There are also designated governors for literacy, numeracy and special educational needs. They visit the school regularly to observe the provision first hand to assess its effectiveness. The governors are very clear about their roles and their importance to the school. They act as ‘critical friends ‘ and their effectiveness in fulfilling their statutory and other responsibilities is very good. They have a very clear understanding of the

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HOW WELL IS THE SCHOOL LED AND MANAGED?

Albion Primary - 22 strengths and weaknesses of the school and ensure that they take a prominent role in promoting the aims of the school.

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

63. In order to raise standards, the headteacher and staff with the support of the governors, should now:

p.22

WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

a. Raise standards of attainment in information and communication technology by: • improving the provision of computers; • developing clear curriculum guidance on what and how to teach information technology set in the context of other subjects and topics; • ensuring information and communication technology is regularly monitored and checked; (Paras: 10, 61, 129 - 133)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

b. Widen the range of assessment procedures by: • the use of individual pupil targets to provide a more effective way for pupils to know what is expected of them, the purpose of their tasks and to be able to evaluate their own progress more effectively; • ensuring that teachers’ assessments inform the next steps of their short and medium term planning so that all pupils’ achievements and progress are carefully tracked as they move through the school; (Paras: 24, 29, 41, 50, 68, 71, 85, 90, 98,110, 118, 123, 128, 132,138, 146)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

c. Develop the roles and responsibilities of the subject co-ordinators by: • ensuring that there is a subject leader for all areas of the curriculum; • developing the role of the subject co-ordinators so that have a good understanding of the strengths and areas for development in their subject and how to improve quality and standards. (Paras: 57, 65, 71, 90, 98, 105, 110, 118, 123, 128, 132, 138)

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WHAT SHOULD THE SCHOOL DO TO IMPROVE FURTHER?

d. Improve pupils’ attendance by working with parents. (Paras:15, 22, 46, 48) Albion Primary - 23

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