|Name||Alexandra Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||12 July 2017|
|Address||Denbigh Road, Hounslow, TW3 4DU|
|Religious Character||Does Not Apply|
|Number of Pupils||720 (48% boys 52% girls)|
|Number of Pupils per Teacher||26.0|
|Percentage Free School Meals||12%|
|Percentage English is Not First Language||93.8%|
Information about this school
The school meets requirements on the publication of specified information on its website. Alexandra Primary School opened in 2014 when the predecessor infant and junior schools amalgamated. It is much larger than most primary schools. The executive headteacher is a national leader of education and also supports one other local school. The percentage of pupils who speak English as an additional language is higher than that seen nationally. The percentage of pupils from minority ethnic groups is higher than the national average. The proportion of pupils eligible for pupil premium funding is below the national average. The number of pupils who join and leave the school at other than the usual times is above average. Children attend the Nursery part time, either in the morning or afternoon sessions. Children in Reception attend full time. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics.
Summary of key findings for parents and pupils
This is a good school In 2014, the school opened as a large primary school after the amalgamation of the infant and junior schools. Since then, governors have worked with leaders to create a cohesive and successful school community. The executive headteacher, ably supported by the head of school, has secured substantial improvements since the school opened. Pupils behave well and are eager to learn. There is a strong sense of harmony and respect in this diverse community. Pupils feel safe. They know that adults will help them should they have any concerns. The majority of pupils currently in the school make good progress from their starting points in English and mathematics. There are a number of pupils who are late joiners to the school. These pupils receive prompt and effective support to help them achieve well. Children in the early years make good progress from their starting points and enjoy the interesting activities that are on offer. The majority of parents are positive about the school and appreciate the work that staff do to help their children learn well. Teaching and learning are good and improving because leaders make effective checks and provide useful training. However, the most able and the most able disadvantaged pupils are not always sufficiently challenged in lessons. Leaders monitor the progress of most groups of pupils effectively. However, the progress of the most able pupils is not carefully analysed. This contributes to the most able, including the most able disadvantaged pupils, making inconsistent progress. Pupils’ progress in the wider curriculum is not closely monitored by leaders. As a result, there are variations in the rates of progress that pupils make in these subjects.