Culloden Primary - A Paradigm Academy

About Culloden Primary - A Paradigm Academy Browse Features

Culloden Primary - A Paradigm Academy


Name Culloden Primary - A Paradigm Academy
Website http://cullodenacademy.paradigmtrust.org/
Ofsted Inspection Rating Outstanding
Inspection Date 30 June 2015
Address Dee Street, Poplar, London, E14 0PT
Phone Number 02073641010
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 708 (51% boys 49% girls)
Number of Pupils per Teacher 19.8
Academy Sponsor Paradigm Trust
Local Authority Tower Hamlets
Percentage Free School Meals 34.5%
Percentage English is Not First Language 57.2%
Persisitent Absence 7.3%
Pupils with SEN Support 4.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about this school

Culloden Primary – a Paradigm Academy converted to become an academy school on 1 September 2013. When its predecessor school, Culloden Primary School, was last inspected by Ofsted, it was judged to be good overall. It is one of three schools run by the Paradigm Trust. The board of directors has appointed a local governing body to oversee the work of the academy alongside the Executive Principal. Culloden Primary is larger than the average primary school, with around 600 pupils on roll. It is expanding, and currently has three classes in each year of the Early Years Foundation Stage and Key Stage 1, with two classes in older year groups. All children in the Early Years Foundation Stage attend full time. The academy has specialist provision for pupils with hearing impairment, the deaf support base. This provision has 26 places, and there are currently 24 pupils on roll. The proportion of pupils who are disabled or who have special educational needs is below average. However, a high proportion of these pupils at Culloden Primary have more complex needs and require a statement of special educational needs or an education, health and care plan. The proportion of disadvantaged pupils is much higher than average, with two thirds of pupils eligible for free school meals in 2014. This proportion has decreased in the current year, but remains high. Almost all pupils come from ethnic minority backgrounds. More than two thirds of those on roll are from a Bangladeshi background, with the next largest group being Black African. A very large majority speaks English as an additional language. The academy meets the current government floor standards, which set the minimum expectation for pupils’ attainment and progress, at the end of Year 6.

Summary of key findings for parents and pupils

This is an outstanding school. The Executive Principal and Principal, supported by a dedicated team of senior leaders, engender a strong team spirit within the academy. This academy ‘goes the extra mile’ to provide very high quality provision for all of its pupils. The quality of education is continually improving. Academy leaders, and other members of staff, set no ceiling on their expectations for pupils’ achievement. They provide tangible opportunities which motivate pupils to aspire to great things. Children settle very quickly in the Early Years Foundation Stage because of highly effective work with parents and carers. A high proportion of children reaches a good level of development by the end of Reception, demonstrating outstanding progress from their low starting points. Pupils continue to make rapid progress in all key stages. The proportion of pupils attaining higher National Curriculum levels at Key Stage 1 is particularly impressive. Similarly, the proportion of pupils reaching the highest National Curriculum Level 6 in writing and mathematics at the end of Key Stage 2 is exceptionally high. Pupils who are disabled or who have special educational needs, including those in the deaf support base, achieve well. Teaching is carefully matched to their individual needs. Pupils’ behaviour is outstanding. Pupils are highly motivated to achieve well, and therefore display strong attitudes to learning in class. Pupils are taught how to keep themselves safe very effectively. Within this safe and secure learning environment, pupils learn about the dangers of, for example, gang culture, drugs and traffic. The academy’s work to ensure that pupils know how to keep themselves safe when online is equally strong. A rich curriculum provides a multitude of opportunities for the spiritual, moral, social and cultural development of pupils. They are well prepared for life in modern Britain. The quality of teaching is outstanding because : teachers have very high expectations and there is a very high level of consistency throughout the academy. Adults other than teachers are not always used to full effect. The academy’s work to safeguard pupils is outstanding. Systems and structures are very robust. Any queries or concerns are followed up immediately. Governance of the academy is highly effective. Governors provide very robust challenge to leaders about their work. They ensure that they receive accurate information about the quality of provision within the academy.