Edinburgh Primary School

Inspection Report Edinburgh Primary School

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103053 Unique Reference Number Waltham Forest LEA LEA 276822 Inspection number 11 October 2005 to 12 October 2005 Inspection dates Keith Williams AI Reporting inspector

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

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Edinburgh Road School address Primary Type of school Walthamstow Community School category London E17 7QB 4 to 11 Age range of pupils 02085204832 Telephone number Mixed Gender of pupils 02085218671 Fax number 190 Number on roll Ms Aysha Esakji Chair of governors The governing body Appropriate authority Mr Hasan Chawdhry Headteacher 27 November 2000 Date of previous inspection

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Inspection number Inspection dates Age group 276822 11 October 2005 - 4 to 11 12 October 2005 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 two additional inspectors.

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Description of the school

Edinburgh is a smaller than average primary school. The pupils are drawn from a wide range of cultural and ethnic backgrounds. Almost a half of the pupils are of Pakistani heritage. The remainder includes pupils from other Asian backgrounds, including those from families with roots in India and Bangladesh, and those of White British, Caribbean or African descent. Almost three-quarters of the pupils are learning English as an additional language, a large proportion of whom are at an early stage of learning English. Over a third of the pupils are identified as having special educational needs, which is above average. The proportion of pupils who join or leave the school at other than the usual points of entry is above that typically found. The attainment of pupils on entry to the reception class covers a range but, overall, it is well below average.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Edinburgh Primary School, 11 October 2005 to 12 October 2005

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Grade: 1

This is an outstanding school that makes a real difference to the pupils' lives. The school has a more modest view of its effectiveness but, given the standards attained by the pupils and the exceptional progress they make, it is clear that the school gives excellent value for money.The leadership, management and teaching are outstanding, which has a significant impact on the pupils' progress and achievement. Most pupils start school with well below average attainment and, by the end of Year 6, they attain standards that are in line with what is expected nationally. A close check is kept on how the pupils are progressing and test results and other assessments are evaluated carefully. Those pupils who need extra help get it. Many pupils are at the early stages of learning English. They receive excellent support, rapidly gain in confidence and achieve very well. The school has a higher than usual proportion of pupils with special

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Grade: 1

educational needs. The high quality support that they receive ensures that they, too, make excellent progress towards their targets. The pupils' personal development is given a very high priority and they respond by having exceptionally positive attitudes and impeccable behaviour.The school has successfully raised standards in English, mathematics and science since the last inspection and accelerated the progress made by the pupils. There is no complacency, however, and the leaders of this outstanding school have the capacity to secure even further improvement. For example, the school feels that more pupils could reach the higher levels in writing and plans to deal with this are already well in hand.

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What the school should do to improve further

* Continue to raise standards in writing, particularly amongst the more able pupils

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Grade: 1

The pupils join the school with attainment that covers a range but, overall, it is well below average. It is particularly low in communication, language and literacy. The children get off to a good start in the reception class, make good progress and about half of them are likely to reach the goals expected of them as they enter Year 1. Across the school, the pupils make excellent progress and, by the end of Year 6, standards are average. Taking account of their performance when they were in Year 2, the results for eleven year olds in the 2004 national tests in English, mathematics and science showed that the pupils made significantly better progress that than that found in other schools. Although the provisional data for 2005 shows that the results dipped and the school's challenging targets were not met, this group of pupils still made better than expected progress.The school keeps a close check on the progress made

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Grade: 1

by different groups of pupils, including those who are seen as being vulnerable. The pupils who are at an early stage of learning English are very well supported. They make a brisk start in acquiring English in reception and Years 1 and 2 and, as they become increasingly confident in their use of English; their progress accelerates through to 2 Inspection Report: Edinburgh Primary School, 11 October 2005 to 12 October 2005 Year 6. Those pupils identified as having special educational needs are very well taught so that they, too, make excellent progress towards their targets. There is no significant difference in the progress made by pupils from different ethnic backgrounds.

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Grade: 1

The pupils' personal development is outstanding. They flourish within the school's safe and happy environment. The pupils appreciate the kindness of the adults who work with them and recognise the contribution made by all staff, not just their teachers. Relationships and behaviour are excellent. Pupils of different backgrounds play and work well together and they learn to deal with discrimination. They are set an excellent example by the head and staff. One boy summed up his view by saying, 'You've got to learn to live with each other.' The pupils make a very positive contribution to the community. This extends beyond the school through the very effective links with other schools locally and abroad. They develop an understanding of the similarities and differences of different religious and cultural perspectives and express this in their art and writing. Spiritual development is evident in the way they relate to each other and

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Grade: 1

respond to music and other creative stimuli. A pupil described the enjoyment he had playing with a game made by his pen-pal's school in India. Attendance is in line with the national average and the school's thorough systems are aimed at improving it further. The pupils are very punctual.

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Grade: 1

The quality of teaching is outstanding and this has a significant impact on the pupils' learning, the standards they reach and their progress. Lessons take place in a calm, supportive atmosphere and are planned carefully to take account of the pupils' differing needs. The teachers and teaching assistants form a highly effective team. They take turns to lead in lessons and are very clear about what the pupils are expected to learn. They ensure, for example, that those at an early stage of learning English understand what they have to do and can play a full part in lessons. The work is presented in exciting and imaginative ways, often making good use of the interactive whiteboards. Outstanding support is given to those pupils with special educational needs and this is very much appreciated by the pupils. As one pupil in Year 4 said, 'The teachers are really kind and help you learn in a fun way.' As a result, pupils of all abilities invariably

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Grade: 1

have very positive attitudes to their work. They talk about their work enthusiastically, work extremely hard and are eager to please.Teachers mark work thoroughly and the pupils are given good information about how well they are doing and what they need to do to improve. The school has identified the need to involve the pupils more in assessing their own performance and this is becoming increasingly more evident. Consequently, the pupils are developing a good awareness of how well they are learning and, crucially, how they can improve. 3 Inspection Report: Edinburgh Primary School, 11 October 2005 to 12 October 2005

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Grade: 1

The school plans its broad and balanced curriculum so that all the parts fit together seamlessly. Staff feel encouraged to share and try out new ideas. They organise many excursions and have devoted considerable energy to bringing external experts into the school. The result is a rich experience for all the pupils. They have opportunities to visit London's art galleries and public spaces, as well as other local schools. For some pupils, this has particular value because it represents a chance that would not be available to them outside of school. The pupils are taught how to stay safe. The game presented by the school in India is a good example of this, dealing, as it does, with the United Nations charter of children's rights. The staff review and improve what they teach regularly. Recent enhancements to the provision and quality of information and communication technology equipment, for example, are leading to more widespread

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Grade: 1

The school attaches great importance to the emotional development of pupils. The headteacher deals promptly and effectively with the very few examples of unsatisfactory conduct, including those which result from prejudice. Each pupil's personal and academic development is tracked carefully. They gain a clear idea of how well they are doing, enjoy assessing their own work and know what to do to move forward. As one Year three pupils put it, 'You have to decide whether you've learnt something ... and the teacher has to agree.' Innovative ways of helping children deal with challenges, for example the support provided by the art therapist, have a considerable impact on their progress. The large number of support staff provides very high standards of care. Individual attention helps all pupils, including those who are vulnerable or particularly needy. The pupils learn the importance of eating healthily, avoiding dangerous

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Grade: 1

The leadership and management are outstanding and this has a major impact on the progress made by the pupils, their personal development and their well-being. The inspirational headteacher has established an ethos that welcomes pupils of all backgrounds and enables them to fulfil their potential. The vast majority of parents are very supportive of the school and speak highly of the headteacher's contribution to the improvement seen in recent years. The excellent governing body and staff support the headteacher's vision for the school's continued development and, together, they ensure that the school has the capacity to build on its successes and improve still further. Governors are more effective than at the time of the last inspection and they have a range of strategies to keep them well informed. Governors have a very keen awareness of what is working well and what can be improved and they use this

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Grade: 1

4 Inspection Report: Edinburgh Primary School, 11 October 2005 to 12 October 2005 knowledge to hold the school to account. Senior staff evaluate the school's performance very thoroughly and there is a strong commitment to seeking further improvement. Test results and other assessments are analysed very thoroughly. The progress made by different groups is tracked and, when necessary, extra help is provided for those who need it. The school has identified the need to raise standards in writing, particularly amongst more able pupils and plans are well in hand. Alongside this rigorous approach, the care and welfare of pupils and staff and the promotion of self-confidence are paramount. The staff team is given excellent support to ensure that they are able to work effectively. The pupils are well involved in making decisions and offering their opinions, for example through the highly effective school council. These views are

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Grade: 1

taken into account when reviewing performance and the school has rightly identified the need to consult with parents on a more formal level. 5 Inspection Report: Edinburgh Primary School, 11 October 2005 to 12 October 2005 .

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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: Edinburgh Primary School, 11 October 2005 to 12 October 2005

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

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Achievement and standards

NA 1 How well learners make progress, taking account of any significant variations between groups of learners NA 1 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 1 The behaviour of learners NA 2 The attendance of learners NA 1 How well learners enjoy their education NA 1 The extent to which learners adopt safe practices NA 1 The extent to which learners adopt healthy lifestyles NA 1 The extent to which learners make a positive contribution to the community NA 1 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 1 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

This letter is to tell you about the findings of the recent inspection. Thank you for the very friendly way in which you welcomed us to your school. We enjoyed talking to you and your views and opinions have given us a lot of helpful information. Many of you told us how good you think your school is and feel that you are getting on well. We agree with you. We think your school is outstanding and there are many things happening in your school that are better than we usually find. Your headteacher and staff work very hard to make sure that you are able to do your best. We are pleased with the progress that you are making and your work in English, mathematics and science is much better than it was when the school was last inspected. Your teachers keep a careful eye on how you are doing and they think that some of you could do even better with your writing and they are planning to give you lots more opportunities to write. We are sure

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Text from letter to pupils explaining the findings of the inspection

that if you continue to work so hard that you can get even better. We like the way that you work and play together and how you respect each other's views and opinions. Your behaviour is excellent in lessons so that everyone is able to get on with their work. Many of you told us that you appreciate the help you get when you are stuck or do not understand something. We think your teachers are really good at this. You behave very well on the playground, too. We know how much you look forward to playtimes - some of you would like even more! You also said that you feel safe at school and that the adults care for you. We agree. We are very pleased that some of you help the school to run smoothly by taking part in the school council.Once again, thank you very much for your help. You are rightly proud of your school. We are sure that you will carry on working hard and doing well and we wish you good luck for the future.

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