|Ofsted Inspection Rating||Good|
|Inspection Date||02 July 2013|
|Address||79 Creighton Avenue, Muswell Hill, London, N10 1NR|
|Number of Pupils||204 (53% boys 47% girls)|
|Number of Pupils per Teacher||16.7|
|Percentage Free School Meals||1.5%|
|Percentage English is Not First Language||12.3%|
Information about this school
The school is a much smaller than average sized primary school. It opened in September 2011 with 30 pupils in the Early Years Foundation Stage. A further 30 pupils started school in September 2012, so the school currently teaches pupils in Reception and Year 1 classes. The school was established under the government’s Free School initiative to provide a Jewish education programme for Jewish and non-Jewish pupils from the local area. Although the school currently has pupils in the Early Years Foundation Stage and Key Stage 1, it has been established as a primary school to cater for pupils up to Year 6 in Key Stage 2. The school currently admits pupils each year to the Reception class only and will build up its pupil numbers accordingly. The proportions of disabled pupils and those with special educational needs supported at school action and school action plus are much lower than in other schools. Their difficulties range from speech, language and communication needs, moderate learning difficulties and physical disabilities. No pupils have a statement of special educational needs. No pupils are currently eligible for the pupil premium. This is additional funding for looked after children, pupils known to be eligible for free school meals or pupils with a parent or carer in the armed services. Almost all pupils are of White British heritage and very few speak English as an additional language. After spending its first year in temporary accommodation, the school moved into new, purpose-built premises in September 2012.
Summary of key findings for parents and pupils
This is a good school. In the comparatively short time that the school has been open, pupils have made good progress, especially in reading, writing mathematics, speaking and listening. The quality of teaching is good. Teachers and support staff know the pupils very well and ensure that teaching meets the individual learning needs of each pupil. Teachers plan interesting lessons and pupils say that they enjoy coming to school. They read widely and confidently and use their reading, speaking and listening skills well in all the subjects that they study. Pupils are well prepared for the next stage in their education. The school articulates an exceptionally strong ethos, which is reflected in the good behaviour and positive attitudes of the pupils. Art and drama are particular strengths and help to broaden and develop pupils’ skills and experiences. Senior leaders have created a united staff team which works tirelessly to drive improvements further. The school is in a strong position to build upon its early strengths and consequently has a good capacity to improve. Governors are highly effective in the way that they support and challenge the school. The school’s work with parents and carers and the local community is outstanding. It is not yet an outstanding school because: Teaching, although good overall, does not always ensure that all pupils are consistently focused on their learning. Pupils are not always sufficiently clear about their targets in mathematics. Teachers’ marking does not consistently model handwriting that is of a high enough standard. Plans to develop pupils’ skills in mathematics from next year are not fully finalised.