Ofsted Inspection Report 2015


We are pleased to be able to share the published Ofsted report from the inspection that took place last week on the 20-21 st January 2015.

The inspectors judged the school’s overall effectiveness as Good in all the five areas.

We feel that this is a fair report and that the inspectors have managed to capture the ethos and determination of the school to provide your children with the very best education and learning experiences. A copy of the full Ofsted Inspection report can be downloaded at the bottom of this page.

Summary of Inspection Judgements for each area.

Leadership and Management – are good

  • The headteacher and deputy have high expectations. They have created a school culture where hard work, honesty, care and compassion have secured rapid improvements in the quality of teaching, pupil achievement and pupils’ personal development and well-being.
  • They have created an effective team of teachers. Weak teaching has been eliminated. Teachers’ skills have been enhanced and new and talented teachers have been appointed.
  • Pupil’s’ spiritual, moral, social and cultural development is a real strength of the school. The Director for Jewish Studies leads this area effectively. The school is immensely proud of its Jewish heritage and the part it plays in British culture. Pupils learn about different religions and cultures. They work with pupils from different ethnic and socio-economic backgrounds.
  • Numerous projects help pupils to become good citizens, developing their sense of democracy. Pupils raise significant amounts of money for local and national charities. They demonstrate open-mindedness and empathy for others. They are well prepared for life in modern Britain.
  • Governors know the school well. They have a good overview of the school’s performance, including what progress pupils make. They provide leaders with an effective balance of support and challenge. They too are ambitious for the school.

The behaviour and safety of pupils – are good

  • The behaviour of pupils is good. The revised behaviour policy, together with better teaching, has improved pupils’ attitudes to their learning. When teaching is good or better, pupils are engaged in their learning.
  • Pupils say that teachers are fair. They understand and appreciate the consequences of their behaviour because there are clear rewards and sanctions which are consistently applied by all staff.
  • The behaviour logs show that behaviour over time is good. There are few incidents, and records show that these are dealt with rigorously. Staff deal consistently well with those pupils with challenging behaviour.
  • The school’s recent survey, the on-line questionnaire Parent View, and the staff questionnaires reflect parental and staff satisfaction on how the school promotes good behaviour. Most feel that the school deals effectively with the rare instances of bullying, and that good behaviour is promoted well.


  • The school’s work to keep pupils safe and secure is outstanding
  • Pupils have an excellent understanding of how to keep safe, including when using the internet. They say they feel very safe. The school is highly effective in tackling the rare occurrences of discriminatory language and prejudice-based bullying. Pupils are taught about differences and to respect these.
  • The school is vigilant in all aspects of safeguarding and is in no way complacent. It leaves no stone unturned.

The quality of teaching – is good

  • Teachers are knowledgeable. They have good subject knowledge. They use this and precise technical language to develop pupils’ understanding, particularly in reading and writing.
  • Some teaching is outstanding. Pupils understand and use sophisticated language to identify key features of grammar.
  • Pupils are usually keen and enthusiastic to meet the high expectations teachers have for learning and behaviour. There are strong relationships which are based on mutual respect.
  • Teachers use assessments well to plan interesting lessons which carefully build on what pupils already know and can do. Pupils are encouraged to assess their own and each other’s progress using a checklist. When this is used well, pupils are encouraged to reflect on their learning. Most marking provides pointers for pupils to improve their work.
  • Learning proceeds at a fast pace when teachers continually challenge pupils’ thinking. In these lessons teachers ask focused questions to monitor pupils’ understanding in lessons. They question pupils regularly to deepen their understanding, to encourage pupils to explain their thinking and to make essential connections in their learning. This moves learning on quickly.
  • Basic literacy skills are taught rigorously and systematically. Teachers are skilled in making sure that these skills are practised, refined and applied in meaningful contexts. Pupils read fluently and write for purpose and meaning in a range of different subjects.
  • Pupils talk enthusiastically about their reading books and favourite authors. The school’s concerted effort to raise achievement in literacy has been highly successful.
  • Art work is of the highest quality. Pupils work industriously and creatively in the designated art room with the specialist teacher. Their art work is proudly displayed around the school.

The achievement of pupils is good

  • In 2014, Year 6 pupils’ attainment was well above the national averages in both English and mathematics. Compared to all pupils nationally, pupils were more than a year ahead in writing, over two terms ahead in reading and just over a term in mathematics.
  • In writing, the proportion of pupils achieving the higher levels was almost double the national figure. In reading the proportion was 25% above.
  • School records and work in pupils’ books show that, in 2015, these above average standards are being maintained in all year groups. This is the result of the sharp focus on improving achievement in reading and writing through improvements to the quality of teaching. The school is now working to make sure that achievement in mathematics is equally as strong.
  • Disadvantaged pupils achieve as well as all other pupils in school, and sometimes better.

The Early Years Provision is good

  • Achievement in the early years is good. Progress is particularly strong in the Reception year. In 2014, the proportion of children who attained a good level of development, or exceeded this, was well above the national figures. From typical starting points this represents good achievement, and for some outstanding progress.
  • The upward trend in achievement is a result of the school’s targeted provision to improve children’s early literacy and mathematics skills. For example, children make an early and successful start in identifying the sounds that individual letters make (phonics).
  • Adults model expected behaviour. As a consequence, children behave well. They are polite and well mannered. They play cooperatively together, taking turns and sharing the apparatus.
Summary of Inspection Report
In summary they found that;

  • Senior leaders have high expectations and ambitions for the school. They are determined to do what is necessary to achieve the very best for all pupils.
  • Leaders, including governors, make sure that the quality of teaching and pupil achievement continues to improve rapidly. Teachers enthuse their pupils to want to learn and achieve their best. Teaching secures good progress. In some year groups, pupils make outstanding progress in reading and writing.
  • Pupils are articulate, mature and thoughtful learners. They behave well.
  • The school keeps pupils exceptionally safe and secure.
  • Disadvantaged pupils, disabled pupils and those with special educational needs make more progress than all other pupils.
  • The early years provision is good. Children are happy, confident and inquisitive learners. Teaching meets the needs of all children. From their starting points, children make good progress in all areas of learning.
  • The school’s faith ethos promotes pupils’ spiritual, moral, social and cultural development exceptionally well. Pupils are proud to be Jewish. They also enjoy working with pupils from different ethnic and religious backgrounds. They are exceptionally well prepared for life in modern Britain.

The school is not yet outstanding because;

  • Progress in mathematics is not as rapid as it is in reading and writing.
  • Children in the Nursery class do not make as much progress as children in the Reception classes.
  • Middle leaders do not take full responsibility for the quality of teaching and achievement in their subjects and/or areas.


A copy of the full report can be downloaded on our Ofsted page