Wessex Gardens Primary School

Wessex Gardens Primary School Inspection report

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131617 Unique Reference Number Barnet Local Authority 328622 Inspection number 10–11 February 2009 Inspection dates Margaret Coussins Reporting inspector

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This inspection of the school was carried out under section 5 of the Education Act 2005. The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.

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Primary Type of school Maintained School category 3–11 Age range of pupils Mixed Gender of pupils Number on roll 385 School (total) 0 Government funded early education provision for children aged 3 to the end of the EYFS 0 Childcare provision for children aged 0 to 3 years The governing body Appropriate authority Mrs Jill Summers Chair Mrs Katie Dawbarn Headteacher 7 December 2005 Date of previous school inspection Not previously inspected Date of previous funded early education inspection Not previously inspected Date of previous childcare inspection Wessex Gardens School address Golders Green London NW11 9RR 020 8455 9572 Telephone number 020 8905 5139 Fax number

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3–11 Age group 10–11 February 2009 Inspection dates 328622 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. 2 of 11 Inspection Report: Wessex Gardens Primary School, 10–11 February 2009

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Introduction

The inspection was carried out by three Additional Inspectors.

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Description of the school

Wessex Gardens is a large primary school. Most of the pupils are from minority ethnic groups, most being from Other White, Asian, Black African or other ethnic backgrounds. There are many new arrivals at school throughout different year groups. Around one third of the pupils are refugees or asylum seekers and a similar proportion are at the early stages of learning English. The proportion of pupils who have English as an additional language is well above that found nationally. The proportion with learning difficulties and/or disabilities is above average and their needs relate mainly to speech, language and communication and behavioural, emotional and social difficulties. The proportion eligible for free school meals is over double that found nationally. There are 117 children in the Early Years Foundation Stage with 61 attending the Nursery on a part-time basis and the rest taught in two Reception classes. There is an after

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Description of the school

school club on the school site, which is managed by a private provider. The school has Healthy School and Activemark awards. The headteacher started at the school in September 2008.

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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: Wessex Gardens Primary School, 10–11 February 2009

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Grade: 2

Wessex Gardens is a good school. It successfully includes families and children from many different backgrounds, countries, faiths and cultures and this has resulted in a happy working community. The school has a positive ethos in which all pupils feel valued and included. The good pastoral care and welfare develop pupils' confidence and self-esteem and successfully raise pupils' expectations and aspirations. As a result, pupils' personal development and well-being are outstanding. Inspectors were very impressed with pupils' politeness and courtesy at all times and their enthusiasm and willingness to express how much they liked their school and enjoyed their learning. Pupils behave extremely well and feel very safe. The school council is active and a strong voice in the school. Pupils welcome the responsibilities they are given and take their roles very seriously. Links with parents and the community as a whole have been

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Grade: 2

strengthened and everyone shares the aims and values of the school. One parent wrote, 'The communication between me and the school is unbelievably good.' Pupils say they think their school is good and that they enjoy learning. As a result, their attendance has improved steadily over recent years and most attend regularly. There are still a number of families who take children out of school during term time, which means they miss out on important learning. As a result of good teaching and learning and a stimulating curriculum, pupils reach broadly average standards in English, mathematics and science by the time they leave in Year 6. From their varied starting points, this represents good progress and achievement. By the end of Year 2, standards in mathematics are average. Standards are not quite as good in reading or writing because so many pupils arrive in Year 1 or 2 with little or no English. Although they make good

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Grade: 2

progress, they do not have enough time to catch up by the end of Year 2. Teaching is good. Most lessons move at a brisk pace and activities are generally well matched to pupils' interests and abilities. On occasion however, teachers expect pupils to sit together for too long before starting their independent work, which slows the pace of their learning. Assessment information is sometimes not used effectively to pitch lessons at the right level to challenge all abilities, particularly the more able. Leadership and management of the school are good. The headteacher joined a strong team of senior leaders and together they work effectively and successfully to include and value all children and promote mutual respect and strong positive relationships. The headteacher has inspired and motivated staff, pupils and parents with her enthusiasm and determination, shared with all the staff, to provide a good education for all the pupils and overcome the many barriers

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Grade: 2

to learning with which many children are faced. The governing body provides good strategic leadership, supports the school well and holds it to account for its performance. There is a clear evaluation of the work of the school. The strengthened links with the community, other schools and organisations contribute most effectively to pupils' learning and personal skills. Issues from the last inspection have been dealt with successfully and there is a good capacity to improve further. Parents are supportive of all the staff and the headteacher. One parent commented, 'The new head has brought new enthusiasm and openness to the school. The effect has been dramatic and has made the school community, for both staff and pupils, happier and an improved environment for both teaching and learning. The school is a joy to visit.' 4 of 11 Inspection Report: Wessex Gardens Primary School, 10–11 February 2009

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Grade: 2

Children in the Early Years Foundation Stage make a good start to their schooling. They settle quickly into routines because they feel safe and welcome. Staff plan tasks and activities that cover all the areas of learning, and children make good progress from starting points that are below average. By the time they enter Year 1 many have reached the expected goals for their learning in their social and physical development. Children have a good awareness of the impact of physical activity on their bodies. One child said, 'You have to run around so that your heart bumps.' As many children are still at the very early stages of learning English their communication, language and literacy skills are exceptionally low when they start and remain below expectations for their age, particularly in writing. The school has worked hard to ensure there is a consistent approach to teaching children to link sounds and letters (phonics) and, as

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Grade: 2

a result, children make good progress and are making gains at a faster pace than previously. However, sometimes opportunities are missed to encourage early writing skills. Staff encourage children's early independence well as seen when children in the Nursery were confidently dressing themselves in outdoor clothing. The curriculum is well planned and provides good opportunity for learning through play in the classrooms and in the outside areas. There is a good balance between activities directed by adults and those where children can make their own choices. The Early Years Foundation Stage is well led and managed and parents are pleased with the start their children make at school. One commented, 'My daughter has made good progress. It is lovely to be welcomed into the classroom and encouraged to participate in classroom activities.'

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What the school should do to improve further

■ Raise standards in reading and writing in Years 1 and 2.

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What the school should do to improve further

■ Raise expectations of pupils' rate of progress consistently by making more effective use of assessment information when planning lessons.

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Grade: 2

When children start at the school in the Early Years Foundation Stage their attainment is below that expected for their ages. The attainment of those who start in later years is often well below average mainly because many are at the very early stages of learning English or they arrive at school from other countries in difficult circumstances. The numbers of children who start and leave the school other than at the usual times has a considerable impact on overall standards. Standards in reading and writing are well below average by the end of Year 2. However, pupils make good progress from their starting points and by the end of Year 6 standards are broadly average in English, mathematics and science. They make good progress because teaching is good and the school has effective systems for including all pupils from different backgrounds and with varying abilities.

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Grade: 1

Pupils' outstanding personal skills, including their excellent spiritual, moral, social and cultural development, are evident in their outgoing, friendly nature and very positive relationships that contribute to the welcoming and respectful atmosphere in the school. The work the school has 5 of 11 Inspection Report: Wessex Gardens Primary School, 10–11 February 2009 done to gain the Healthy School and Activemark awards means that pupils have an excellent awareness of how to adopt healthy lifestyles. They feel safe and free from bullying, and because of the excellent trusting relationships are confident that they can turn to members of staff should they feel troubled. They enjoy school for the friendships they make as well as for their learning. Because they enjoy being at school so much, attendance has improved considerably over recent years and most attend regularly. Pupils contribute well to the local community

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Grade: 1

through many sports and musical events and the school council has a strong voice in the school. Its members are particularly proud of their work to encourage healthy eating by improving the school lunch menu. With strong, positive attitudes to learning and a highly developed sense of values, pupils are well prepared for the next stage in their education.

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Grade: 2

Lessons are generally engaging, well planned and enjoyed by learners. The best teaching has excellent pace and all learners are challenged to achieve their best. Pupils have excellent attitudes to their learning and appreciate it when teachers make learning fun. On occasion however, pupils' progress is limited because introductions to some lessons are too long, which can slow the pace of learning. In most lessons, teachers use questioning well, encouraging pupils to give extended responses, improving their speaking and listening skills. Assessment data to support learning and inform planning are not yet sufficiently rigorous or consistent across all subjects at classroom level. This means that sometimes expectations are not high enough to provide sufficient challenge to pupils, particularly the more able. Teaching assistants make a considerable contribution to pupils' learning by supporting individuals and small groups

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Grade: 2

and working closely with teachers to enable the progress of all groups of learners.

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Grade: 2

The curriculum is enhanced and enriched with a good range of additional activities including visits and visitors to school, which make a notable contribution to pupils' outstanding personal development and to their learning. There is a good range of popular, well-attended clubs that develop skills in the arts, music and sports as well as providing opportunities to learn new skills such as in yoga and speed stacking. The school has worked successfully to link together different subjects to make learning more meaningful and relevant for pupils. Teachers and pupils use information and communication technology (ICT) very well to support many areas of the curriculum and enhance learning. There are not always enough opportunities for pupils to make the most of their excellent personal skills to learn through problem solving and investigative activities. The curriculum is carefully and sensitively modified and additional support is put in

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Grade: 2

place for vulnerable pupils, those who are learning English and those who have learning difficulties and/or disabilities. There are good partnerships with other schools and organisations such as Tottenham Hotspur Football Club.

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Grade: 2

Arrangements for safeguarding pupils are robust and ensure pupils feel happy and safe. Good care and support are based firmly on the values that the school promotes and which are well 6 of 11 Inspection Report: Wessex Gardens Primary School, 10–11 February 2009 understood by pupils and parents. The work of the learning mentor makes a notable impact as pupils with a range of social, emotional and behavioural needs receive good support, enabling them to continue their learning successfully. There are very good systems to support new arrivals to the school, helping them to settle quickly and feel included in all aspects of school life. Through vigilance, attendance continues to improve. There are effective measures to work with families to promote better attendance and the number of children who are taken out of school for holidays has reduced, as has the number of persistent absentees. Good links with

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Grade: 2

community groups promote harmonious relationships between pupils and families from different social, cultural and ethnic backgrounds. Marking and feedback to help pupils improve their work lacks consistency across classes and subjects and is not always linked to targets.

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Grade: 2

The work of the headteacher and senior leaders has brought about improvements in pupils' achievements and their personal skills. All leaders share a commitment to meeting the personal and academic needs and aspirations of every single child and make a good contribution to school improvement. Community cohesion is good because the school works very effectively with parents and its partners in the local community and promotes knowledge, understanding and tolerance of its culturally diverse population. The school also ensures an understanding of the global community, for example through its International Week. Leaders at all levels are supportive of each other, which means that less experienced colleagues benefit from others' skills and expertise. There is a strong emphasis on professional development and staff commented that, as a result, they feel valued and inspired. The school's evaluation of itself is

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Grade: 2

accurate and clear plans are in place to improve the school still further. However, the outcomes of evaluation are not documented clearly to enable sharing with all stakeholders. There is a shared drive to improve standards by working together and keeping the needs of all pupils at the forefront of the school's work, but targets are not challenging enough in Key Stage 1. 7 of 11 Inspection Report: Wessex Gardens Primary School, 10–11 February 2009 .

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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: Wessex Gardens Primary School, 10–11 February 2009

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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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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? 2 The capacity to make any necessary improvements

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EYFS?

2 How well do children in the EYFS achieve? How good are the overall personal development and well-being of the children in the EYFS? 2 How effectively are children in the EYFS helped to learn and develop? 2 How effectively is the welfare of children in the EYFS promoted? 2 How effectively is provision in the EYFS led and managed?

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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/or disabilities make progress

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Achievement and standards

1 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: Wessex Gardens Primary School, 10–11 February 2009

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learners?

1 The extent of learners' spiritual, moral, social and cultural development 1 The extent to which learners adopt healthy lifestyles 1 The extent to which learners adopt safe practices 1 The extent to which learners enjoy their education 2 The attendance of learners 1 The behaviour of learners 1 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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learners' needs?

How well do the curriculum and other activities meet the range of needs and interests of learners? 2 How well are learners cared for, guided and supported?

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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 2 How well equality of opportunity is promoted and discrimination eliminated 2 How well does the school contribute to community cohesion? 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: Wessex Gardens Primary School, 10–11 February 2009

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Text from letter to pupils explaining the findings of the inspection

27 February 2009 Dear Pupils Inspection of Wessex Gardens Primary School,London,NW11 9RR I am writing to let you know how much my colleagues and I enjoyed our visit to your school and what we found out. Thank you for making us so welcome, for talking to us about your learning and telling us what you think about your school. We agree with you that yours is a good school and these are the reasons why.

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Text from letter to pupils explaining the findings of the inspection

■ You are doing well in your learning because teachers make your lessons exciting, you want to learn and you make good progress. You have done really well in writing. We read lots of your interesting writing in lessons and around the school and the quality of your writing has improved in Years 3 to 6. Well done for this. ■ You told us that you really enjoy being at school and love all the different things you do. Many more of you are now coming to school every day, which means you do not miss out on important learning. Well done for this too. ■ Your behaviour is excellent and it was great to see you get on so well together and help each other at work and play. ■ Everyone in the school takes good care of you and helps you all to do your best.

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Text from letter to pupils explaining the findings of the inspection

■ Your headteacher and all the staff do a good job in running the school and know how to make it even better in the future. These are the things we have asked your headteacher and teachers to do to make your school even better.

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Text from letter to pupils explaining the findings of the inspection

■ We want you to reach higher standards in your reading and writing in Years 1 and 2.

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Text from letter to pupils explaining the findings of the inspection

■ We want your teachers to make sure that they always plan lessons that are just right for everyone and sometimes give you the opportunity to learn new things more quickly. Some of you who have been at the school for a long time told us how much you think things have changed for the better. This is because you and all the staff have worked hard to make your school an exciting place to be. We were lucky enough to hear your wonderful singing while we were there and we were very impressed. Thank you again for all your help and for being so friendly, polite and interesting to talk to. Yours faithfully Margaret Coussins Lead Inspector 11 of 11 Inspection Report: Wessex Gardens Primary School, 10–11 February 2009

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