Setting

Alexandra House 33 Kingsway London WC2B 6SE T 08456 404040 F 020 7421 6855 enquiries@ofsted.gov.uk www.ofsted.gov.uk

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11 February 2009 Mrs R Phillips Headteacher Kew Riverside Primary School 37 Courtlands Avenue Richmond Surrey TW9 4ES

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Ofsted subject survey: good practice in promoting equality

Thank you for your hospitality and co-operation, and that of your staff at Kew Riverside Primary School, during our visit on 10 February 2009 to look at work in promoting equality.

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Ofsted subject survey: good practice in promoting equality

The visit provided valuable information which will contribute to our national evaluation and reporting. Published reports are likely to list the names of the contributing institutions, but individual institutions will not be identified in the main text without their consent.

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Ofsted subject survey: good practice in promoting equality

The evidence used to inform the judgements made included meetings with:  yourself  staff responsible for the Common Assessment Framework (CAF)  parents  pupils

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Ofsted subject survey: good practice in promoting equality

In addition, brief observations were made of a number of lessons which included: Year 5 working on the ‘Headteacher’s Award’, Year 6 working on their ‘India’ topic and a Year 3 SEAL group. A short review of school documentation was also carried out.

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Ofsted subject survey: good practice in promoting equality

The quality of provision to promote equalities is outstanding.

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Features of good practice observed

 Kew Riverside’s Inclusion policy states ’We believe that all children should be equally valued in school’ and this is clearly evident in the curriculum offered, the standards of attainment of vulnerable pupils and feedback from learners and their parents.

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Features of good practice observed

 The early identification and assessment of needs, through the pre-CAF process and home visits prior to entering Reception class and admission to school, enables speedy intervention where required. This, together with the strong network of support provided by all members of school staff, plays a valuable role in providing for vulnerable pupils and their families.  Robust systems exist for the monitoring of data, the setting of targets and the assessment of progress. This results in early interventions being put into place for vulnerable pupils who subsequently make very good progress across the academic curriculum.

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Features of good practice observed

 The emotional well-being of vulnerable pupils is well supported through the use of SEAL and the PSHE programme which gives pupils a good insight into, and understanding of, their feelings and behaviours. This enables them to improve their behaviour and be more empathetic towards others.

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Features of good practice observed

 The range of opportunities for developing pupils’ self-esteem, confidence and understanding of citizenship through the ‘Headteachers’ Award is outstanding and is inclusive of all pupils. It is further supported by the Philosophy for Children programme. Pupils are exceptionally well prepared to make a positive contribution to their own economic well-being and to growing up as responsible citizens.

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Features of good practice observed

 The strong focus on continuing professional development for staff, combined with clarity of roles and responsibilities, ensures that all staff are fully aware of policy, practice and procedures and are empowered and committed to addressing individual needs. This leads to a highly effective whole school response for vulnerable pupils.

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Areas for development

 Develop further the work being undertaken on individual learning goals to ensure that pupils have a clearer understanding of their levels of attainment and what they need to do to reach the next level.

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Areas for development

I hope these observations are useful as you continue to develop the promotion of equalities in Kew Riverside Primary School.

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Areas for development

As I explained previously, a copy of this letter will be sent to your local authority and will be published on Ofsted’s website. It will also be available to the team for your next institutional inspection.

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Areas for development

Ofsted gathers information on the immediate and longer-term impact of survey inspections, both on the institutions themselves, and with a view to improving its own processes. To this end, I should be grateful if you would complete the attached questionnaire and return it within the next ten days. We have also just sent a copy of the questionnaire by email. Please return your completed questionnaire to either the email or postal address on the form, not to me. We may also contact some schools by telephone after several months in order for us to gain a picture of longer-term impact. Thank you in advance for your assistance.

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