West Acton Primary School

Inspection Report West Acton Primary School

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101876 Unique Reference Number Ealing LEA LEA 276607 Inspection number 2 May 2006 to 3 May 2006 Inspection dates Beryl Richmond AI Reporting inspector

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This inspection was carried out under section 5 of the Education Act 2005.

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Noel Road School address Primary Type of school Acton Community School category London W3 0JL 3 to 11 Age range of pupils 02089923144 Telephone number Mixed Gender of pupils 02089923144 Fax number 329 Number on roll Dr Jackie Hughes Chair of governors The governing body Appropriate authority Mrs S D Brown Headteacher 22 May 2000 Date of previous inspection

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Inspection number Inspection dates Age group 276607 2 May 2006 - 3 to 11 3 May 2006 Website: www.ofsted.gov.uk

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report 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.

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Introduction

The inspection was carried out by three Additional Inspectors.

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Description of the school

West Acton is a larger than average primary school. Forty-six children attend the nursery part-time, of which about two thirds enter the main school. Most pupils live in the immediate vicinity and come from a wide range of cultural and social backgrounds. A very high proportion of pupils speak English as an additional language with Arabic, Japanese and Somali being the most prevalent. An above average proportion of pupils are known to be eligible for free school meals. There has been an increase in recent years in the number of pupils with learning difficulties and disabilities. Staff and pupil mobility is high.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: West Acton Primary School, 2 May 2006 to 3 May 2006

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Grade: 2

The school views its overall effectiveness as good and the inspection team agrees. It gives good value for money. The school is a welcoming, harmonious and friendly place. There is a strong shared ethos where pupils are keen to learn and consequently achievement overall is good. Good provision in the Foundation Stage enables children to make good progress. Standards are satisfactory overall, but with a weakness in writing, particularly for the more able pupils, that is being addressed. Provision for pupils with learning difficulties and disabilities and for those learning English as an additional language is good. They achieve well. Teaching is good overall and the school leadership is addressing inconsistencies in the quality of teaching in Key Stage 2. The curriculum is good, especially in extra curricular provision and enrichment activities. Personal development is given a high priority so that pupils become responsible learners

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Grade: 2

who work together well. The school is not complying with the requirement for a daily act of collective worship. Leadership is effective overall but the impact of initiatives to improve writing is still to be confirmed in test results. Care and concern for pupils' well-being are good. The school keeps detailed records of pupils' progress, and pupils' personal targets help them to improve. The school has successfully addressed almost all of the issues in the previous report but there is still more work to do to improve the attendance of pupils, which is unsatisfactory. The school has demonstrated that it has a good capacity to improve further.

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What the school should do to improve further

andmiddot; Raise standards in writing and improve the achievement of the more able pupils.andmiddot; Improve achievement further by improving attendance.andmiddot; Improve the provision for pupils' spiritual development by ensuring that there is a daily act of collective worship.

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Grade: 2

Pupils achieve well overall. There is a wide range of attainment on entry but overall, children commence school with below average starting points. By the end of Reception, most children attain the nationally expected levels except in communication, language and literacy. They continue to achieve well and attain average standards in mathematics by the end of Year 2. However, they are still below average in English. National Curriculum test data for 2005 indicates that Year 6 pupils achieved well in mathematics and science but only satisfactorily in English. Standards were at the national average in science, just below in mathematics and below in English, with reading being better than writing. More able pupils were not achieving well enough in writing. The school has set challenging targets to improve pupils' achievement, especially in writing. The provision for English, in terms of curriculum and quality of teaching and learning, has

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Grade: 2

been rigorously monitored and evaluated and improvements put in place. Most pupils 2 Inspection Report: West Acton Primary School, 2 May 2006 to 3 May 2006 are now achieving well although there have been inconsistencies in achievement in some classes in Key Stage 2, which the school has started to address. Pupil mobility, especially in the Key Stage 2 classes, has a detrimental effect on test results, particularly in English. Pupils with learning difficulties and disabilities are achieving well and make good progress. Minority ethnic pupils who are at an early stage of learning English are supported well and make good progress.

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Grade: 2

Behaviour and attitudes are good and pupils enjoy learning. Relationships are good. Provision for pupils' spiritual, moral, social and cultural development is satisfactory. There is no daily collective act of worship and little evidence was available of a spiritual focus in the school. Attendance is unsatisfactory and this is having a detrimental affect on the achievement of a few pupils. The school knows this and is using a range of strategies to try to bring about improvement but the impact of this work has not yet been seen in improved attendance overall. Pupils say they feel safe and know about the importance of school rules for using playground equipment and when moving around the school. They know the difference between right and wrong and there are few incidents of bullying. Pupils contribute to the school in many ways such as by acting as playground games organisers, organising fundraising, and by participating in the school council. They understand the importance

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Grade: 2

of having a healthy lifestyle and participate enthusiastically in PE. Pupils have a good understanding of each other's cultures through the celebration of major festivals and opportunities to share traditions and languages. The satisfactory standards most pupils are achieving in basic skills and their good personal development prepare them well for their future well-being.

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Grade: 2

Teaching and learning are good but there is still some inconsistency of practice in Years 3 to 6. Children get off to a good start in the Foundation Stage because teachers give children choices, which help them develop as independent learners through participating in lively, focused and enjoyable activities. Throughout the school, staff pay close attention to the needs of pupils with English as an additional language and those with learning difficulties and disabilities. Teaching assistants make a valuable contribution to pupils' learning. Teachers generally use time in lessons well and most deliver their lessons in a lively manner. On the few occasions where teaching is not as strong, assessment information is not used well enough to match work accurately to pupils' prior attainment and this has a detrimental effect on pupils' progress. 3 Inspection Report: West Acton Primary School, 2 May 2006 to 3 May 2006

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Grade: 2

Where learning is good, teachers have high expectations of pupils, who have a clear understanding of their targets. Pupils have good opportunities to develop language skills through discussion and explanation. Teachers' marking is used well to praise pupils' work, but it does not always pinpoint specifically enough what the pupils need to do to improve individual pieces of written work.

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Grade: 2

The curriculum is good because it meets the needs of all pupils well. Teachers plan appropriate coverage of all subjects and include the needs of those with learning difficulties and disabilities and those who are learning English as an additional language. Provision in the Foundation Stage is exciting and stimulating although the opportunities for outdoor play in the Reception classes are limited. The good variety of visitors and 'theme weeks' such as science and black history add to the pupils' enjoyment and are designed to provide opportunities for all pupils to achieve well. The newly introduced planning and preparation time for teachers has broadened the curriculum on offer for pupils, with opportunities extended in French and physical education. The school provides a good range of extra-curricular activities including keep-fit activities, arts and a Japanese club run by parents. All pupils have the chance to benefit

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Grade: 2

from all the school offers, such as the Year 6 residential visit to Shropshire.

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Grade: 2

Pupils are well looked after by the school. Health and safety routines are in place and understood by staff and pupils, and risk assessments are carried out. Child protection procedures are in place. The school has a Healthy School award and provides a good choice of healthy food in the canteen. Pupils are monitored very closely so that teachers know what they need to do to support them. Pupils with learning difficulties and those for whom English is as an additional language are targeted effectively for extra help. Pupils know their termly targets and understand what they have to do to improve. Pupils new to the school are well supported through a good induction system. There are good transition arrangements in place for transfer to secondary schools and with the local Japanese school.

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Grade: 2

The leadership and management of the school are good. The governing body fulfils most of its statutory duties. The headteacher and governing body have a clear vision for the school. Good financial planning has made it possible for a new senior management structure to be introduced, aimed at further strengthening management. Finances have been well used in the recruitment and deployment of learning support assistants. Classrooms are well resourced, and the new information and communication technology (ICT) suite is a very good facility. The management of Key Stage 1 and 4 Inspection Report: West Acton Primary School, 2 May 2006 to 3 May 2006 Foundation Stage is strong and has led to a clear improvement in standards. English, mathematics and science are well managed, with good systems in place. The school development plan correctly identifies most of the key areas for improvement in the school. These are all being addressed, including the focus across the school on the

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Grade: 2

improvement of writing. The school has evaluated its work satisfactorily, but its self-evaluation is not always sufficiently sharply focussed. The school takes into account the views of staff, parents, pupils and governors in different ways, including though surveys and responds effectively to their needs. A high quality evaluation of English has taken place and appropriate actions for improvement initiated. Extensive and rigorous assessment systems are in place, and data is used well to bring about improvements in pupil outcomes. Standards are rising. The school seeks to improve and achieve challenging targets. By the improvements in pupils' outcomes already seen it has demonstrated that it has a good capacity to improve. Areas of weakness are tackled effectively. 5 Inspection Report: West Acton Primary School, 2 May 2006 to 3 May 2006 .

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set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s

website: www.ofsted.gov.uk. 6 Inspection Report: West Acton Primary School, 2 May 2006 to 3 May 2006

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Overall

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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learners?

NA 2 How well does the school work in partnership with others to promote learners' well-being? NA 2 The quality and standards in foundation stage NA 3 The effectiveness of the school's self-evaluation NA Yes The capacity to make any necessary improvements NA Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

NA 2 How well do learners achieve? NA 3 The standards 1 reached by learners

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Achievement and standards

NA 2 How well learners make progress, taking account of any significant variations between groups of learners NA 2 How well learners with learning difficulties and disabilities make progress

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learners?

NA 3 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 4 The attendance of learners NA 2 How well learners enjoy their education NA 2 The extent to which learners adopt safe practices NA 2 The extent to which learners adopt healthy lifestyles NA 2 The extent to which learners make a positive contribution to the community NA 2 How well learners develop workplace and other skills that will contribute to their future economic well-being

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needs and interests of learners?

NA 2 How well are learners cared for, guided and supported?

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needs and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average; Grade 4 - Exceptionally low.

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and supporting all learners?

NA 2 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 3 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 2 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 2 How effectively and efficiently resources are deployed to achieve value for money NA 2 The extent to which governors and other supervisory boards discharge their responsibilities NA Yes The adequacy and suitability of staff to ensure that learners are protected

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The extent to which schools enable learners to be healthy

Yes Learners are encouraged and enabled to eat and drink healthily Yes Learners are encouraged and enabled to take regular exercise Yes Learners are discouraged from smoking and substance abuse Yes Learners are educated about sexual health

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The extent to which providers ensure that learners stay safe

Yes Procedures for safeguarding learners meet current government requirements Yes Risk assessment procedures and related staff training are in place Yes Action is taken to reduce anti-social behaviour, such as bullying and racism Yes Learners are taught about key risks and how to deal with them

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The extent to which learners make a positive contribution

Yes Learners are helped to develop stable, positive relationships Yes Learners, individually and collectively, participate in making decisions that affect them Yes Learners are encouraged to initiate, participate in and manage activities in school and the wider community

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The extent to which schools enable learners to achieve economic well-being

Yes There is provision to promote learners µ basic skills Yes Learners have opportunities to develop enterprise skills and work in teams NA Careers education and guidance is provided to all learners in key stage 3 and 4 and the sixth form NA Education for all learners aged 14–19 provides an understanding of employment and the economy

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Text from letter to pupils explaining the findings of the inspection

Pupils I am writing to let you know how much we enjoyed our visit to your school. We found your school to be a very friendly and happy place. Thank you for making us so welcome and helping us. Here are the important things that we want you to know: ‡ You enjoy coming to school and participating in the wide range of activities that it offers you.‡ Your behaviour is good and you get on well with each other and your teachers. Your µfriendship benchµ helps to ensure that no one feels lonely.‡ You know your targets, and this is helping you to improve your work.‡ In most lessons you are doing well.‡ Most of you do well when you take your tests in science and mathematics.‡ The head teacher, staff and governors are working well to bring about improvements in your school.‡ You contribute well to your school community by, for instance, being playground games organisers and members of the school council. These are the things that we think could be better:‡ You are not doing as well as you could in

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Text from letter to pupils explaining the findings of the inspection

writing, especially those of you who are attaining high levels in mathematics, science and reading.‡ Some pupils are not coming to school regularly and consequently their work is suffering.‡ You are not getting the opportunity to participate daily in a collective act of worship. Thank you again and I wish you all the best for the future. Beryl Richmond Lead Inspector

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