South Grove Primary School

Inspection Report Seven Sisters Primary School

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132253 Unique Reference Number Haringey Local Authority 294005 Inspection number 27 °28 November 2006 Inspection dates Pritiben Patel Reporting inspector

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

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South Grove School address Primary Type of school London Community School category N15 5QE 3 °11 Age range of pupils 0208 802 6670 Telephone number Mixed Gender of pupils 0208 880 1158 Fax number 498 Number on roll (school) Ms Julie Davies Chair The governing body Appropriate authority Mrs Denise Patrick Headteacher 24 February 2003 Date of previous school inspection

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Inspection number Inspection dates Age group 294005 27 °28 November 2006 3°11 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

Seven Sisters is much bigger than most primary schools. The large majority of pupils are of Black African or African Caribbean heritage. Among its wide ethnic mix of pupils, including Kurdish and East European, the proportion from Asian backgrounds is well above the national average. There are above average proportions of pupils with English as an additional language and with learning difficulties and disabilities. The proportion of pupils eligible for free school meals is significantly above the national average. An above average proportion of pupils either joins or leaves the school during the course of each year, at other than the normal times.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Seven Sisters Primary School, 27 °28 November 2006

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Grade: 2

This is a good and improving school. Leadership and management of the school are good and the headteacher's leadership is strong. Good teaching and learning ensure that pupils achieve well. The governing body provides a good level of support and challenge. The headteacher and deputy head, supported by all the staff, place a strong emphasis on promoting pupils' personal development. All pupils feel valued, and the rich cultural diversity of the school is celebrated. The school truly reaches out to parents and provides an outstanding level of support for them. It encourages them to take an active part in their children's education in a wide variety of ways, such as the 'Share classes'. As one parent stated, 'Support services are excellent' and 'Every interaction with the school be it teaching staff, support staff or the head has been positive'. Teachers have high expectations of how pupils should behave and present good role models for them to

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Grade: 2

follow. The majority of pupils rise to this challenge. Pupils behave well, enjoy school and are eager to learn. This has a positive impact on the progress they make. Pupils have a good understanding of how to stay safe and healthy and they make a positive contribution to the school and wider community. The rate of improvement in standards is often slowed by the constant flow of a high number of pupils in and out of the school. Many new arrivals have very little experience of school or of school in this country. Despite the school providing a good level of support when pupils first start school, this inevitably has an effect on the rate of progress. Overall standards in the school are below average. An exception is the quality of writing by more able pupils at the end of Year 6, which is above average. The monitoring of teaching and learning, combined with good tracking systems, ensures that pupils make good progress. Teachers use tracking information well to plan lessons.

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Grade: 2

They take good account of pupils' needs, particularly for pupils learning English as an Additional Language (EAL) or pupils with learning difficulties and disabilities (LDD). However, the needs of higher attaining pupils in science are not met and this slows their progress. The teaching of scientific enquiry is also at the early stage of development. Individual targets are set for writing but not in other curriculum areas and, consequently, pupils do not always know how to improve their work. The school has made writing a key focus and consequently good achievement is reflected in the clear improvement in writing, as reflected in the national tests for 2006. The school provides a broad and balanced curriculum which links subjects well. Given the school leaders' successful track record, they have good capacity to secure further improvement. Provision in the Foundation Stage is good and children make

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What the school should do to improve further

• Ensure that, in science, all teachers address the needs of the more able learners and give more emphasis to teaching investigations. 2 Inspection Report: Seven Sisters Primary School, 27 °28 November 2006 • Ensure that all pupils have individual targets and that they know what they need to do to improve.

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Grade: 2

Standards are below average because most pupils' attainment is very low when they start. Pupils achieve well in the light of their starting points. This is because the school has worked hard to address the individual needs of pupils. Progress is most marked in English, particularly writing, which has been a priority for the school and standards in writing for the more able pupils are above the national average by Year 6. Good provision in the Foundation Stage means that children achieve well in personal, social and emotional, physical and creative development. However, in language and mathematical development, standards are below those expected nationally. Although standards in English overall, are below average at the end of Year 2 and Year 6 there has been an improving trend, year on year as a direct result of the school's effective language intervention strategies, particularly at the end Year 6. Standards

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Grade: 2

in mathematics and science are also below average at the end of Year 2 and Year 6, and recent results show a dip, particularly for more able pupils in science.

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Grade: 2

Pupils' personal development and well-being are good. This is a happy and secure school enabling excellent relationships to flourish. Pupils have positive attitudes to learning and are keen to discuss their work. Their spiritual, moral, social and cultural development is good. They know about other faiths, cooperate well in groups and respect the opinions of others. Bullying and racist incidents are rare and the pupils said 'Any incidents are dealt with promptly'. Behaviour is good with examples of excellence in some lessons and assemblies. Parents confirm that their children enjoy. Attendance has risen and is now satisfactory due to the hard work of all staff and outside agencies. Pupils have a good understanding of what constitutes a healthy lifestyle and know about foods that keep them healthy. Pupils value the opportunity to serve on the school council and are pleased to have their say about improving the school. The peer mediators take their responsibilities

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Grade: 2

very seriously in the playground where they support pupils who are lonely or have a problem. Good provision is made for pupils to work together in teams, and this is good preparation for their future economic well-being. 3 Inspection Report: Seven Sisters Primary School, 27 °28 November 2006

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Grade: 2

Good teaching and learning are key factors in pupils' good progress. Relationships between teaching staff and pupils are strong and help to keep pupils well motivated and focused. Clear expectations of attitudes and behaviour, combined with the focus on basic writing skills, have been important factors in improving standards and achievement in English. However, the teaching of scientific enquiry is at an early stage of development and, consequently, teaching in science is just satisfactory overall. Good teaching in the Foundation Stage inspires confidence and well crafted questions encourage children who have very limited English. Pupils with specific needs, benefit from well tailored support. This helps them play a full part in lessons and make strong gains in learning. However, more able pupils, particularly in science, are not always provided with enough challenge and consequently do not attain the higher levels, of which they are capable.

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Grade: 2

The curriculum is good and extra-curricular provision is strong. There is a wide range of visits, activities and clubs on offer such as dance, sewing, Kung Fu and drama. The school stages a good range of dramatic events. The curriculum maintains a strong creative focus and this ensures that pupils enjoy their lessons. The curriculum is adapted to meet the needs of pupils and reflects the cultural diversity of the school through provision such as 'Black History Month' and the 'Israeli Dance Club'. The school makes good, specific provision to help pupils with particular needs, including bilingual pupils and those who have learning difficulties or disabilities. However, the needs of the more able pupils are not addressed in science.

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Grade: 2

Pupils are cared for, guided and supported well. They say that there is always someone to talk to if they have any concerns or problems. Systems to support bilingual pupils, those new to the school, and those who struggle with learning are good and very well managed. All pupils are fully included in the life of the school. There are good whole school systems to track pupils' progress in literacy, mathematics and science and the school provides additional support where needed. However, individual pupils' targets are not set and shared with pupils. As a result, they do not know what they need to do to improve. The school meets requirements for health and safety, including regular risk assessments. Child protection arrangements are good and the school works very well with other agencies, including parents and carers to support vulnerable pupils. 4 Inspection Report: Seven Sisters Primary School, 27 °28 November 2006

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Grade: 2

The headteacher provides strong leadership and fosters a good level of teamwork amongst all staff. Self-evaluation is good. Subject managers share responsibility for monitoring the work in the areas they lead. They do so diligently and this contributes to pupils' good progress. A close check is kept on the work in lessons and areas for improvement are identified and dealt with. Work to raise standards in writing has ensured that achievement is good. The school had rightly identified target setting and science as areas that required addressing. Governors make a good contribution to the development of the school and play an active role in the school's self evaluation. Resources are deployed well. The headteacher's systematic approach to all aspects of management has provided a solid foundation for further improvement. 5 Inspection Report: Seven Sisters Primary School, 27 °28 November 2006 .

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Grade: 2

set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 6 Inspection Report: Seven Sisters Primary School, 27 °28 November 2006

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Inspection judgements

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

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Overall effectiveness

How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of learners? How well does the school work in partnership with others to promote learners' well-being? 2 The quality and standards in the Foundation Stage 2 The effectiveness of the school's self-evaluation 2 The capacity to make any necessary improvements Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

2 How well do learners achieve? 3 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 2 How well learners with learning difficulties and disabilities make progress

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learners?

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

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and interests of learners?

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

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and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low. 7 Inspection Report: Seven Sisters Primary School, 27 °28 November 2006

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and supporting all learners?

How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education How effectively performance is monitored, evaluated and improved to meet challenging targets How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can How effectively and efficiently resources, including staff, are deployed to achieve value for money The extent to which governors and other supervisory boards discharge their responsibilities Yes Do procedures for safeguarding learners meet current government requirements? No Does this school require special measures? No Does this school require a notice to improve? 8 Inspection Report: Seven Sisters Primary School, 27 °28 November 2006

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Text from letter to pupils explaining the findings of the inspection

On behalf of the inspectors I would like to thank you very much for being so helpful when we came to visit your school. We really enjoyed meeting you, talking to you and looking at all your work. We think that you go to a good school, and this is why: • you behave well and get on well with each other • you make good progress because you are taught well • there are lots of extra things for you to do that help to make your learning more interesting • all of the adults in your school make sure that you are safe and are well looked after • your headteacher and deputy headteacher, the staff and the governors are doing a good job. Even in a good school like yours there is always something that could be even better. So, we think what needs to be done next is that teachers need to set you targets in different curriculum areas so that you know how to improve your work. We also think your teachers can help you even more by setting you harder work in science. I'm

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Text from letter to pupils explaining the findings of the inspection

sure that you are ready for this challenge! With best wishes for your future success, Pritiben PatelLead Inspector 9 Inspection Report: Seven Sisters Primary School, 27 °28 November 2006

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