|Name||Earlham Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||24 October 2013|
|Address||Earlham Grove, Forest Gate, London, E7 9AW|
|Religious Character||Does Not Apply|
|Number of Pupils||Unknown|
|Academy Sponsor||Eko Trust|
Information about this school
This is a larger-than-average primary school, with most of its pupils coming from many different ethnic backgrounds. The largest groups are Bangladeshi and Pakistani. Most of the pupils speak English as an additional language. In some year groups, there are no pupils with English as a first language. The proportion of pupils in receipt of additional funding (the pupil premium) is above the national average. In this school the grant is provided for pupils entitled to free school meals. The proportion of disabled pupils and those who have special educational needs at school action is above the national average. The proportions of those supported at school action plus or with a statement of special educational needs are very small and well below the national averages. Pupils can join the school either in the Nursery or in Reception. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. In September 2013, four newly qualified teachers joined the teaching staff. The deputy headteacher and the assistant headteacher are both in acting roles. The school has embarked on an expansion programme to become two-form entry, with two Year 1 classes starting in September 2013 instead of one. A building programme is in progress. The school is a member of the Forest Gate Schools, set up by the current headteacher to foster mutual support independent of other authorities.
Summary of key findings for parents and pupils
This is a good school. Pupils achieve well. They made good progress in reading, writing and mathematics over the last two years in both key stages. Preliminary 2013 results suggest that attainment at the end of Year 6 has improved substantially in mathematics and it has also improved in reading and writing. More-able pupils have attained the higher Level 6 in mathematics. Children in the Early Years Foundation Stage make good progress and are well prepared for the move to Year 1. The quality of teaching is mostly good and a considerable proportion is outstanding. There is a strong emphasis on developing independent-learning skills and pupils respond very well to the challenges provided for them. Leaders, governors and staff make rigorous and regular checks on the quality of teaching and on pupils’ progress. This contributes substantially to the quality of teaching and learning. Governors support the school well with a balanced approach to holding the senior leadership team to account and providing it with support. They are passionate about providing the community’s children with the best possible education and ensure pupils, at least, achieve well. They are very proud to be governors of this school. Behaviour is good in and around the school. Pupils are enthusiastic learners and lessons are seldom disrupted. Teachers ensure that the school’s code of conduct is strictly adhered to and pupils respond with maturity to timely reminders. It is not yet an outstanding school because : Not enough teaching is outstanding. Although it is challenging for most pupils, the lower- ability pupils, those with no known special educational needs, are not consistently challenged to try harder tasks and see what they could be capable of achieving. The most able pupils do not achieve as well in reading and writing as they do in mathematics. The use of progress-tracking data is not as efficient as it should be. It does not give teachers accurate information on pupils’ progress. Leaders are aware of this and have put measures in place to tackle the problem.