The Mulberry Primary School

Mulberry Primary School Inspection report

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133707 Unique Reference Number Haringey Local Authority 316203 Inspection number 14 °15 July 2008 Inspection dates Mike Smith 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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Primary Type of school Community School category 3 °11 Age range of pupils Mixed Gender of pupils Number on roll 664 School The governing body Appropriate authority Father Luke Miller Chair Mr Alan Jenner Headteacher 23 February 2004 Date of previous school inspection Parkhurst Road School address Tottenham London N17 9RB 020 8801 0189 Telephone number 020 8885 8690 Fax number

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3-11 Age group 14 °15 July 2008 Inspection dates 316203 Inspection number .

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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 four Additional Inspectors.

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Description of the school

This larger than average inner city primary school provides for a very diverse and multi-ethnic community with the great majority of pupils coming from non British backgrounds. The largest pupil groups are from Black African families and White, often Eastern European, countries. There are 150 refugees and asylum seekers and a much larger than average number of pupils whose first language is not English. The number of pupils eligible for free school meals is much higher than average and pupils join and leave the school much more frequently than usual. The number of pupils with speech, language or moderate learning difficulties, is significantly above average, as is the proportion who have a statement of special educational need. There are 11 pupils in the care of the local authority. The school has a designated provision for pupils with statements of special educational need for their autistic spectrum disorders (ASD). The school

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Description of the school

achieved the Healthy School status in 2005.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 3 of 11 Inspection Report: Mulberry Primary School, 14 °15 July 2008

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Grade: 3

The school provides a satisfactory education for pupils and works hard to support the needs of its community. The headteacher has a clear vision for improvement, shared by the whole school. The monitoring and evaluation of provision is effective and the school knows what it has to do to improve. Raising standards is top of the agenda and different management groups are identifying relevant issues for improvement. Senior managers are successfully implementing improvement strategies, which are improving provision and practice and are beginning to impact on pupils' learning and progress. For example, information on pupils' progress is now being analysed more effectively to identify underachievement and initiate appropriate intervention strategies. Further analysis is still needed to evaluate the impact of the strategies used to support pupils' learning and to keep a closer watch on the learning styles of different pupils.

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Grade: 3

The school works hard to support the diverse needs of the ever-changing school population. Parents appreciate the school's commitment to their children and the support they receive. One parent, reflecting the views of many, reported, 'My son is very happy in school which has a friendly, calm and positive atmosphere. His additional needs have been met with real care and consideration and I feel well supported as his parent.' Although standards overall are still below average, they are improving. The school was placed in the top 100 performing schools for showing sustained improvement over the last three years. Pupils enter the Nursery with very low social, language and number skills. When they leave the Foundation Stage these skills are still low, but they have made good progress in their physical and creative development. By the end of Year 2 pupils are making good gains in their reading but are still struggling with their language, writing and mathematics. The school is aware of

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Grade: 3

the need to improve pupils' speech and language to assist their progress in all subjects and has started to implement appropriate strategies. When leaving at the end of Year 6, most pupils' achievement is satisfactory in relation to their starting points. Pupils who arrive with little English and those with moderate learning difficulties make satisfactory and often good progress, as do those pupils with ASD. This is due to the effective support they receive. Teaching and learning are satisfactory overall, and improving. Relationships are excellent, resulting in pupils behaving well and having positive attitudes. The inconsistencies seen in teaching result in uneven progress for some pupils. Information on pupils' progress is not being consistently used by all teachers to challenge pupils and ensure that they build on their previous learning. The curriculum has focused on improving pupils' core skills in English and mathematics

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Grade: 3

and this emphasis has helped to raise standards. The care and support given to pupils is of a high quality. The school has outstanding partnerships with external providers and parents that ensure pupils' well-being is fully supported. The needs of vulnerable pupils are very carefully monitored and supported. Academic guidance is satisfactory and improving, and in lessons, pupils are very clear about how to improve their work. Pupils are polite, friendly and naturally inquisitive and clearly understand about healthy living and how to keep safe. Their spiritual, moral, social and cultural development is good. Pupils show empathy for each other's differences and support each other well. Their involvement in the community is good and effectively contributes towards good teamwork. The governing body is fully involved in the monitoring, self-evaluation and strategic management of the school, and clearly know the school well. The

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Grade: 3

provision for ASD is well managed and pupils' academic and personal development needs are well met. Further opportunities for inclusion are being explored. Overall, the school has made 4 of 11 Inspection Report: Mulberry Primary School, 14 °15 July 2008 good improvement since the last inspection and is demonstrating it has a good capacity to improve further.

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Grade: 3

The effective emphasis on language acquisition and the development of personal and social skills is resulting in pupils developing good attitudes and confidence in their learning. The provision in the Nursery is good. Pupils are given opportunities to independently explore a variety of interesting activities. Pupils with limited English language skills learn to communicate and socialise effectively, although there are not enough opportunities to develop their language and vocabulary through specific activities. There is a good balance between teacher-led activities and independent play although it is not always clear what pupils are expected to learn. Staff provide high quality care within a very safe and stimulating learning environment. The recently appointed and enthusiastic Foundation Stage Leader has introduced baseline assessments and pupil records which clearly show pupils' achievements.

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What the school should do to improve further

■ Raise pupils' standards in their speech and language to help improve their progress in all subjects. ■ Analyse the data on pupils' progress more rigorously to identify the impact that support strategies are having on pupils' achievement. ■ Improve the consistency of teaching to be good or better across the school.

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What the school should do to improve further

A small proportion of the schools whose overall effectiveness is judged satisfactory but which have areas of underperformance will receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

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Grade: 3

There has been a gradual increase in attainment in English, maths and science but standards at the end of Year 2 and 6 are still generally below national averages and few pupils achieve the highest levels. Attainment in reading is higher than writing and mathematics at the end of Year 2. Pupils overall make satisfactory progress with some making good progress from very low starting points. School analysis indicates that there has been a clear improvement in progress over the last two years. The high numbers of pupils joining the school throughout the year are not disadvantaged in any way and make satisfactory or better progress from their starting points because of the effective individual and group support they receive.

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Grade: 2

Pupils' positive attitudes are a strength of the school. Pupils from a wide range of backgrounds work and play together in harmony, making newcomers welcome. Positive attitudes towards their learning supports pupils' preparation for the next stage of their education, although low academic standards are a disadvantage for some. Attendance is average and pupils are encouraged and rewarded for improvement. Pupils fully understand what is expected of them because they have been involved in drafting clear behavioural guidelines that are on open display. They willingly take on duties around the school, for example, as 5 of 11 Inspection Report: Mulberry Primary School, 14 °15 July 2008 monitors and playground helpers. The very large school council acts as a voice for all pupils, discussing issues of concern raised by each year group. Fund raising and supporting a range of charities is embedded within the school's culture.

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Grade: 3

Pupils enjoy their learning and teachers know pupils very well. Most, but not all, use this information to plan and deliver challenging activities that meet individual needs. Practice is improving through monitoring and support and there are many examples of good teaching. However, opportunities to promote consistently good teaching, through sharing the very best practice, are often missed. Good use is often made of 'talk partners' to develop pupils' speaking and listening skills. Information and communication technology (ICT) is used effectively by most teachers to support learning, although pupils do not get sufficient opportunities to reinforce their skills across the curriculum. Teamwork is excellent and teaching assistants effectively support pupils' learning and achievement, particularly in the various support groups.

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Grade: 3

The curriculum is satisfactorily meeting pupils' learning needs and most lessons are suitably adjusted for pupils of differing abilities. For example, a structured phonics programme for younger pupils is helping to raise standards in reading. Opportunities to develop pupils' writing and speaking skills across all subjects are not yet fully embedded in planning and practice. Links between subjects are also being developed to strengthen learning. A Year 6 project, based on a history topic, makes good links with ICT and is leading to good achievement. Support programmes for pupils with learning difficulties, ASD or those learning English are effective in supporting their progress. Visits and visitors support the curriculum well and support pupils' cultural development. Pupils benefit from the wide range of clubs and after school activities.

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Grade: 2

High quality and consistently applied school procedures and practice ensure pupils' safety and security. The very effective planning and teamwork between senior staff, learning mentors, nurses, special needs coordinator, teaching assistants and teachers ensure pupils' personal needs are very well met. Vulnerable pupils are quickly identified and receive specific and effective support. For example, pupils who are new to the school and who may lack in confidence are encouraged to participate in small support groups. This results in increased assurance, and self-esteem. Parents report that communication is good and they are confident their children are well cared for. A parent wrote, 'Staff are very approachable and are always willing to listen and discuss my child's learning and personal development. He is safe and happy at school'. Parents also appreciate the opportunities arranged by the school for their own development,

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Grade: 2

such as learning English and computer skills. While some marking of pupils' work gives clear guidance on how they may improve, it is inconsistent across the school. 6 of 11 Inspection Report: Mulberry Primary School, 14 °15 July 2008

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Grade: 2

The headteacher along with the deputy headteacher and business development manager give good strategic guidance and encouragement to all staff. Other managers are beginning to take a fuller responsibility for pupils' achievement, although wider opportunities for monitoring and analysing pupils' progress, and through lesson observations, are not yet embedded. This overall improvement is reflected in the increasing improvement in pupils' academic and personal progress, although the school realises that there is more to do by leaders to establish more consistency in the quality of teaching and learning. There are high expectations made of staff and their work is appreciated. Professional development is valued highly and is clearly based upon school improvement, personal skills and meeting the needs of the pupils. The provision for pupils with moderate learning difficulties and the support for vulnerable pupils are very

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Grade: 2

well managed. The school is aware of the need to analyse more rigorously the impact of support groups on pupils' progress and achievement. 7 of 11 Inspection Report: Mulberry Primary School, 14 °15 July 2008 .

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Grade: 2

in the guidance 'Complaints about school inspection', which is available from Ofsted’s website: www.ofsted.gov.uk. 8 of 11 Inspection Report: Mulberry Primary School, 14 °15 July 2008

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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? Yes Effective steps have been taken to promote improvement since the last inspection How well does the school work in partnership with others to promote learners' well-being? 3 The effectiveness of the Foundation Stage 2 The capacity to make any necessary improvements

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Achievement and standards

3 How well do learners achieve? 4 The standards 1 reached by learners How well learners make progress, taking account of any significant variations between groups of learners 3 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 extent to which learners adopt healthy lifestyles 2 The extent to which learners adopt safe practices 2 How well learners enjoy their education 3 The attendance of learners 2 The behaviour of learners 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. 9 of 11 Inspection Report: Mulberry Primary School, 14 °15 July 2008

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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 3 How effectively leaders and managers use challenging targets to raise standards 2 The effectiveness of the school's self-evaluation 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? 10 of 11 Inspection Report: Mulberry Primary School, 14 °15 July 2008

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Text from letter to pupils explaining the findings of the inspection

01 September 2008 Dear Pupils Inspection of Mulberry Primary School,London,N17 9RB Thank you for the welcome you gave us when we visited your school recently. We really enjoyed your company and were very pleased to see how well you enjoyed being in school. We think that your school is a satisfactory school. This means that some things are good and some things could be better. The good news is that the school has your best interests at heart and is working hard to improve things so each of you make the best possible progress. We liked these things the most.

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Text from letter to pupils explaining the findings of the inspection

■ You learn to do things for yourself and you are friendly and polite to everyone.

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Text from letter to pupils explaining the findings of the inspection

■ You have positive attitudes to your learning and you work well together.

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Text from letter to pupils explaining the findings of the inspection

■ All the staff work really well together to help you improve.

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Text from letter to pupils explaining the findings of the inspection

■ You are well involved in the school community and the wider community.

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Text from letter to pupils explaining the findings of the inspection

■ You really like the clubs and after school activities.

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Text from letter to pupils explaining the findings of the inspection

■ You improve your reading skills and your confidence to ask for help.

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Text from letter to pupils explaining the findings of the inspection

■ You think of others less fortunate than yourselves.

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Text from letter to pupils explaining the findings of the inspection

■ Those of you new to the school or who need extra help are well looked after.

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Text from letter to pupils explaining the findings of the inspection

■ The school works very effectively with other people to ensure you receive the support you need. ■ The headteacher and all the staff have your best interests at heart.

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Text from letter to pupils explaining the findings of the inspection

You can help your learning by constantly checking your own progress and always asking what you need to do to continually improve your work. We have asked the school to work on these three things.

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Text from letter to pupils explaining the findings of the inspection

■ Help you to improve your speech and language so you can make better progress in all subjects.

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Text from letter to pupils explaining the findings of the inspection

■ Use all the information they have on the progress you are making to always set you challenging work and judge how well you are doing in your support groups. ■ Ensure that all teaching is as good as it can be across the school to ensure you all make the best possible progress. It was a delight being in your school and we wish you all every future success. Yours sincerely Mike Smith Lead Inspector 11 of 11 Inspection Report: Mulberry Primary School, 14 °15 July 2008

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