|Name||Ainslie Wood Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||19 March 2012|
|Address||140 Ainslie Wood Road, Waltham Forest, London, E4 9DD|
|Religious Character||Does Not Apply|
|Number of Pupils||468 (52% boys 48% girls)|
|Number of Pupils per Teacher||19.0|
|Percentage Free School Meals||9%|
|Percentage English is Not First Language||41.5%|
Information about the school
Ainslie Wood is much larger than the average-sized primary school. It serves an area of high deprivation, and the proportion of pupils known to be eligible for free school meals is well above average. The proportion of pupils at school action is above average and the proportion of pupils with statements of special educational needs is well above average. The proportion of pupils from minority ethnic communities is well above average, as is the proportion who speak English is an additional language. The school has some vacancies. These are sometimes filled by disabled pupils or those who have special educational needs, and they often arrive at different times from the usual year of entry. The school meets current floor standards, whereby the government sets the minimum expectations for pupils’ attainment and progress. The school has the Activemark, national Healthy School Status and the Eco-School Silver award. The breakfast club and the after-school provision were inspected separately because : they are not managed by the school’s governing body.
This is a good school. It is continually, and strongly, improving under the dynamic and determined leadership of the headteacher. The school is not outstanding because good teaching enables pupils to make good rather than outstanding progress. Pupils’ academic achievement is good. From a low start, pupils make good progress and, by the end of year 6, attain standards which are broadly in line with national averages. In this inclusive school, staff enable all pupils to make similar progress, irrespective of their starting points. Teaching is good overall; it is characterised by consistently excellent relationships between adults and pupils. In the best lessons, tasks are appropriately matched to the different abilities of pupils, who are given opportunities to discover and learn things for themselves. However, some teaching is more didactic and teachers do not always probe sufficiently to extend pupils’ deeper thinking. This sometimes leads to a slower pace of learning. Pupils’ behaviour is good in lessons and around the school. Pupils are courteous and take good care of each other. They also demonstrate good attitudes towards their learning. Pupils say that they feel safe in school. Aspects of the curriculum are used well to ensure that pupils know how to keep safe. Pupils’ attendance is average. The school is led and managed well. All staff and the governing body have high expectations of the school and its community. Teaching has improved as a result of robust monitoring of teaching and learning, effective procedures for performance management and the continuing good quality professional development of staff. The school’s self-evaluation is accurate because it is based on systematic, reliable and shared information about the progress of every pupil. This enables the school to identify and implement the correct priorities for improvement.