Cleveland Road Primary School

Inspection Report Cleveland Junior School

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102798 Unique Reference Number Redbridge LEA LEA 276773 Inspection number 15 March 2006 to 16 March 2006 Inspection dates Robert Lovett Reporting inspector

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

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Cleveland Road School address Junior Type of school Ilford Community School category IG1 1EW 7 to 11 Age range of pupils 020 8478 3601 Telephone number Mixed Gender of pupils 020 8478 2882 Fax number 507 Number on roll Mr Alan Rodney Chair of governors The governing body Appropriate authority Mrs Patricia Anne Ward Headteacher 27 March 2000 Date of previous inspection

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Inspection number Inspection dates Age group 276773 15 March 2006 - 7 to 11 16 March 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 one of Her Majesty's Inspectors and two Additional Inspectors.

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Description of the school

This is a larger than average school. It opened in 1896 to serve what is now an established residential area close to the busy centre of Ilford. Most pupils come from the surrounding wards which are more economically disadvantaged than most. The percentage of pupils known to be eligible for free school meals is more than twice the national average. A very high proportion of pupils are from minority ethnic groups and many speak a first language other than English, mainly Urdu, Panjabi and Somali. There is a high level of pupil mobility, with a higher than average number of pupils joining the school in Years 5 and 6. The proportion of pupils identified as having learning difficulties is about average as is the proportion with a statement of special educational needs.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Cleveland Junior School, 15 March 2006 to 16 March 2006

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Grade: 1

This is an outstanding school. The leadership and management of the school are outstanding. The headteacher is very well supported by the deputy headteacher and other members of the senior management team. They know the school's strengths and weaknesses well and, if anything, have been modest about their achievements. They are well placed to continue the good progress since the last inspection. Subject co-ordinators provide very good leadership and have drawn up effective plans to continue to raise standards. Provision for pupils' personal development and well being, care, guidance and support and the curriculum is outstanding. Because teaching and learning are good, pupils make good progress. While standards are satisfactory overall, standards in English could be higher. In addition, not all pupils are clear about their learning targets or what they need to do to improve their work. Those who speak a first language other than English are well supported and make

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Grade: 1

particularly good progress. Governors play an important role in the life of the school and now know its strengths and weaknesses well. They help ensure the school provides good value for money.

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What the school should do to improve further

In order to raise standards further the school should; * Work with pupils to set more precise individual learning targets * Continue the good work which has begun in improving pupils' writing, speaking and listening * Continue to work with parents to improve attendance

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Grade: 2

Pupils enter the school with attainment which is well below average. While attainment rose in 2005, the results of national tests indicate that by the end of Year 6 standards were below average. Inspectors found that standards are rising and are now satisfactory overall. However, the school has recognised the need to raise attainment in writing, speaking and listening and this is reflected in rising standards in Years 3, 4 and 5 although standards in English in Year 6 remain below average. Those pupils who have been in the school longest achieve the highest standards. Pupils make very good progress and, for many, progress is outstanding, indicating that pupils do very well in their time at the school. Overall, the achievement of both boys and girls is significantly above average and no groups of pupils achieve significantly less well than others. Those pupils joining the school from abroad, many of whom have limited English, do

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Grade: 2

particularly well. This is because the school is quick to recognise how they need to be 2 Inspection Report: Cleveland Junior School, 15 March 2006 to 16 March 2006 helped in their learning and provides them with very effective support. Pupils with learning difficulties and disabilities make very good progress because their individual needs are well planned for. The setting of challenging individual targets for pupils is at an early stage of development and has not yet had time to show significant impact.

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Grade: 1

The spiritual, moral, social and cultural development of the pupils is outstanding. Pupils know that they are valued and respected and extend this respect and appreciation to the people around them. A strong moral code is consistently applied and explained, so that pupils have a very clear understanding of right and wrong. This is reflected in their very good behaviour. Circle time, when groups of pupils meet together, is well used to enable pupils to explore their feelings and develop awareness of themselves as individuals. Pupils are polite and courteous. Racial harmony is excellent and all the different religions and cultures represented in the school are valued and celebrated. The school council has a strong voice in the running of the school and has, for example, helped to develop the 'golden rules' for behaviour and to mediate in minor disputes between pupils. They take the additional responsibility of managing their budget very seriously.

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Grade: 1

Pupils have a good understanding of how exercise and diet affect their health. Their very good progress in relationship building, teamwork and good progress in acquiring basic literacy, numeracy and life skills prepares them very well for their future economic well being. This is strengthened further by their enjoyment of learning, positive attitudes and very good work ethic. Despite the very good efforts of the school attendance is below average. This is because a minority of pupils make extended visits abroad. These absences can have a negative effect on the progress of absentees.

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Grade: 2

The quality of teaching and learning is good overall and some is outstanding. Outstanding teaching is characterised by learning which is well planned to meet the needs of all learners so that pupils are appropriately challenged. In these lessons questions are very well used to help pupils understand what they are learning and to ensure teachers know how successful they have been. High quality teaching is to be found across all year groups. In less effective lessons expectations regarding behaviour are lower, pupils are less clear about why they are doing things and have insufficient opportunities to discuss their work. Interactive whiteboards are used well to enliven teaching. One pupil remarked 'I really like seeing things on the whiteboard; it makes things more fun and interesting'. While computers are available in all classrooms they are not consistently used to support learning across the curriculum. There is very good

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Grade: 2

3 Inspection Report: Cleveland Junior School, 15 March 2006 to 16 March 2006 teamwork between class teachers, support teachers and teaching assistants. Relationships amongst pupils and between pupils and adults are very good. In many lessons there is a real sense of fun and of the joy of learning. Pupils' work is very well displayed in classrooms and other areas of the school to celebrate success and exemplify high standards. These displays are regularly changed and well cared for, indicating that pupils take pride in their work and that of others. Marking is regular, detailed and encouraging. It could be further improved by telling pupils how well they are doing against their targets and more consistently telling them what they need to do to improve further.

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Grade: 1

The school places the pupils' needs at the heart of its planning and provides an outstanding curriculum. The diversity of cultures, languages and experiences within the school are celebrated alongside extremely well-focussed provision to help pupils learn English and integrate into British life. Additional, well-trained teachers and support staff work closely with teachers to ensure that pupils' needs are well met across the curriculum. The curriculum is regularly reviewed as a result of an analysis of pupils' developing needs in English, mathematics and science. Pupils with learning difficulties are catered for very well and subject planning provides for pupils of all abilities. There are very good links between subjects, which helps make learning relevant. There is outstanding provision for pupils' personal, social and health education. The school has recently been awarded National Healthy School status. There is very good provision

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Grade: 1

for physical education, music and art. A very good range of extra curricular activities, visits and visitors enhance the curriculum. For example, a group of gifted and talented pupils have written an introduction to The Magic Flute for performance at a local theatre and the school choir are singing at the Royal Albert Hall.

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Grade: 1

The school provides a calm and orderly working environment where children feel safe, secure and valued. Child protection and health and safety arrangements are very good and all adults working in the school are fully aware of them. Pupils feel safe and confident in approaching adults for help and advice. Additional external support is provided for pupils with specific emotional and personal needs. There are excellent systems to track the academic development of all groups of pupils. These enable teachers to establish pupils' needs and provide exemplary support and guidance. There are outstanding systems for supporting pupils new to the school enabling them to swiftly settle into school life. Pupils care for and support each other very well. For example, pupils who speak little English are paired with an English speaking 'friend' who speaks the same language. 4 Inspection Report: Cleveland Junior School, 15 March 2006 to 16 March 2006

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Grade: 1

The headteacher and deputy provide outstanding and inspirational leadership. They are well respected by parents and all who work in the school and have created an excellent ethos. All senior leaders are excellent role models and together with staff share a clear commitment to improvement in all aspects of the school's work. The complex needs of many of the pupils are seen as challenges rather than barriers to learning. There is an outstanding commitment to the professional development of staff that is reflected in a willingness to improve their teaching even further. There has been good improvement since the last inspection and there is a strong capacity to make further improvements. Management is very good. Self evaluation is accurate and effective. Good systems to monitor and evaluate the quality of teaching and learning are well established. They focus upon key priorities in the good school development plan. Parents, governors,

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Grade: 1

pupils and all staff are involved in drawing up the plan. Governors play an active and effective part in monitoring the work of the school and hold the senior leaders to account. They have very good oversight of the budget and link spending well to educational priorities. In most respects, data from national and school based tests and assessments is used well to develop teaching and learning and raise standards. The focus on the development of speaking, listening and writing, for example, is beginning to have a good effect on standards. 5 Inspection Report: Cleveland Junior School, 15 March 2006 to 16 March 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: Cleveland Junior School, 15 March 2006 to 16 March 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 1 How well does the school work in partnership with others to promote learners' well-being? NA NA The quality and standards in foundation stage NA 1 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 1 The extent of learners' spiritual, moral, social and cultural development NA 2 The behaviour of learners NA 4 The attendance of learners NA 1 How well learners enjoy their education NA 1 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 1 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 1 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 1 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 1 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 1 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’ 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 Thank you for welcoming us to your school. We were very interested in hearing your views, they were really helpful in ensuring we got to know your school better. Yours is an outstanding school and you and your teachers are rightly proud of what you have achieved.You told us you enjoy learning and feel safe and secure, but that if you need help or advice there are people in the school you trust and can turn to. You also told us you generally get on well with each other and with the adults in the school. What we saw when we were in the school confirms this. Everyone in the school works hard to make it a better place and you care for and support one another exceptionally well. Yours is a real community and each of you is valued for what you can do. We also think you are very polite and behave very well in lessons and around the school.We found that teaching is good and because of this, and because you

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Text from letter to pupils explaining the findings of the inspection

listen well and work hard, you make good progress. We agree that the school offers you lots of extra clubs and activities and it was great to see so many of you at football and art club, practising for the choir and attending 'booster' lessons to help you in your work. So that your school can continue to improve we have made some recommendations;* We have asked your teachers to work with each of you to set learning targets so that you know what you need to do to improve your work* You can work with your teachers to improve your writing and your speaking and listening so that you can do better.Good luck with your work for the rest of the year, I know you will work hard to make your school even better! Yours sincerely Robert Lovett Her Majesty's Inspector

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