|Name||Brentside Primary School|
|Ofsted Inspection Rating||Outstanding
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||13 June 2012|
|Address||Kennedy Road, Hanwell, London, W7 1JL|
|Number of Pupils||394 (53% boys 47% girls)|
|Number of Pupils per Teacher||19.2|
|Academy Sponsor||Brentside Primary Academy|
|Percentage Free School Meals||20.1%|
|Percentage English is Not First Language||61.4%|
|Pupils with SEN Support||23.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
This school is larger than the average-sized primary school. Pupils come from a wide variety of ethnic backgrounds. Many are at the early stage of learning English and over half speak English as an additional language. The proportion of pupils known to be eligible for free school meals is above average. The proportion of disabled pupils and those with special educational needs who are supported at school action plus level or have a statement of special educational needs is also above average. Pupils with speech, language and communication needs and those with behavioural, emotional and social difficulties form the largest two groups with additional needs. Pupils are taught in single-age and mixed-age classes. The school took on Foundation status in 2010 and is currently consulting with all stakeholders about becoming an academy. The school meets the government’s current floor standards, which set out minimum requirements for pupils’ attainment and progress.
This is an outstanding school which has maintained high standards in English and mathematics since the previous inspection. It is an inclusive and harmonious school which promotes pupils’ spiritual, moral, social and cultural development exceptionally well. Leaders are aware that the outdoor learning environment, especially for the youngest children, has not been developed as effectively to support learning as the very good indoor provision pupils enjoy. Pupils’ achievement is outstanding. Almost all sustain excellent progress in English and mathematics. They apply their developing skills, including reading, writing, communication and mathematical understanding, to great effect across the curriculum. Pupils exhibit excellent attitudes to learning in lessons. Pupils say they feel completely safe in school because of the very effective care and support they receive. Incidents of poor behaviour are rare and managed well. The school works closely with partner agencies to meet the needs of all pupils whose circumstances may make them vulnerable. Teaching is outstanding. Teachers convey high expectations for all pupils. They provide sharply focused support or intervention to secure optimum learning. Teachers mark pupils’ work regularly and use the resulting information wisely to plan stimulating lessons that challenge and motivate pupils to achieve their best. Opportunities for pupils to reflect on and respond to the comments made by teachers in their books have yet to be embedded throughout the school. Leaders and managers, including the governing body, work effectively together with a shared sense of purpose which is based on a well-informed and accurate understanding of the school’s strengths and areas for development. The school has excellent strategies for engaging regularly with parents and carers. Pupils’ learning is monitored by senior leaders very carefully in order to maintain the high outcomes pupils achieve.