|Name||Ealing Primary Centre|
|Ofsted Inspection Rating||Good|
|Inspection Date||19 October 2011|
|Address||573 Greenford Road, Greenford, London, UB6 8QJ|
|Type||Pupil Referral Unit|
|Religious Character||Does Not Apply|
|Number of Pupils||9 (100% boys)|
|Percentage Free School Meals||66.7%|
|Catchment Area Information Available||No, we only have catchment area data for schools in England|
Information about the school
The centre is a small pupil referral unit for pupils who have been excluded, or are at risk of exclusion, from mainstream schools. Most of the pupils have a statement of special educational needs because of their behavioural, social and emotional difficulties. The centre is in the grounds of a primary school and is also the base for the local authority outreach team. The headteacher has responsibility for the centre and the outreach service. Pupils are from a range of ethnic backgrounds but none speak English as an additional language. The proportion known to be eligible for free school meals is substantially above average. The headteacher has been in post for just over one year and both full-time teachers are relatively new to the centre.
The centre provides a good education for the pupils. They enjoy coming to the centre, as confirmed by their above average attendance and good behaviour. They feel extremely safe and secure in a happy and harmonious family atmosphere. A key feature of the centre is the very high quality of care and support pupils receive. Adults are always available to support pupils and to listen to their concerns. Parents and carers overwhelmingly feel satisfied with their child’s placement and they like the way they receive daily written and verbal feedback on their child’s learning and behaviour. The pupils quickly settle into the routines at the centre, so their attitudes to learning improve substantially and they start to make good progress. By the time they leave after about one year, most have caught up with mainstream pupils and their performance is broadly in line with national expectations. This represents good progress. The pupils achieve well in reading and numeracy. Pupils are, however, less successful in writing. They often enter the centre as very reluctant writers and teachers have prioritised this area of work. Good teaching and good teamwork between adults ensure that pupils enjoy their lessons and concentrate and work hard. The curriculum has been successfully adjusted to take account of the need to reinforce their basic skills and to develop their personal skills. There are as yet insufficient opportunities for pupils to develop their writing in a variety of different contexts. The calm atmosphere in classrooms is underpinned by clear systems to monitor pupils’ behaviour and help them improve it. The pupils are encouraged to contribute to their learning by helping to judge their own efforts. Assessment procedures are generally good. Teachers keep clear lesson-by-lesson records of the pupils’ progress. They do not always make the best use of this information, however, to create focused short-term targets for each individual pupil. As a result, sometimes work is set which does not precisely build on previous learning. This slows down the pace of progress. The headteacher and management committee have a clear grasp of the centre’s strengths and areas for development. The headteacher provides expertise and a strong commitment to develop the provision further. The standard of teaching continues to improve because of good systems to monitor performance and its impact on the pupils’ learning. Since the previous inspection, despite changes of leadership and staff, there has been an upward trend in the achievement of pupils and in their behaviour and attendance. The centre evaluates its own work accurately and has developed specific, detailed plans to improve provision further. As a result, it has a good capacity to sustain improvement.