|Name||Elizabeth Selby Infants’ School|
|Ofsted Inspection Rating||Good|
|Inspection Date||14 May 2013|
|Address||Old Bethnal Green Road, Bethnal Green, London, E2 6PP|
|Religious Character||Does not apply|
|Number of Pupils||270 (51% boys 49% girls)|
|Local Authority||Tower Hamlets|
|Percentage Free School Meals||42.5%|
|Pupils with SEN Support||6.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is larger than the average-sized infant school. Almost all pupils are from minority ethnic backgrounds and the proportion that speaks English as an additional language is high. The largest group is Bangladeshi. The proportion of pupils known to be eligible for the pupil premium (which provides additional funding for children in local authority care, those known to be eligible for free school meals and pupils with a parent in the armed services) is high. The proportion of disabled pupils and those who have special educational needs supported through school action is above average. The proportion of pupils supported at school action plus or with a statement of special educational needs is below average. Early years provision consists of two Nursery classes and three Reception classes. The children make use of shared areas both inside and outside. A new deputy headteacher was appointed in September 2012. Elizabeth Selby (after whom the school is named) was a former headteacher of the school who died tragically, but left a large endowment to the school which continues to benefit pupils in subsidising trips and enrichment activities.
Summary of key findings for parents and pupils
This is a good school. Children make consistently good progress in the Early Years Foundation Stage because : many aspects of its work are outstanding. By the end of Year 2, pupils reach broadly average standards from low starting points and achieve well. The teaching of phonics (the sounds that letters make) is a particular strength of the school. Consequently, pupils read well. Teachers make learning exciting for pupils and give them plenty of practical things to do. The school caters well for disabled pupils and those who have special educational needs so that they make good progress. Pupils are keen to learn, behave well and say they feel safe at the school. Parents are very positive about their children’s experiences. The school engages extremely well with parents and involves them fully in their children’s learning. Leaders, managers and governors are united in wanting the very best for pupils, and work together closely. As a result, the school is improving rapidly, teaching is strengthening and achievement is increasing. The headteacher’s relentless drive for excellence is shared and embraced by all staff who work together as a strong team. It is not yet an outstanding school because : Achievement in writing is not quite as strong as in reading and mathematics because pupils do not write enough at length in different subjects. Pupils’ vocabulary is often not extensive enough to allow pupils to write really well. More-able pupils are not challenged enough to reach the higher levels of attainment. Pupils do not have enough opportunities to work by themselves. Teachers often accept one word answers from pupils instead of demanding a fuller response. Marking of pupils’ work is inconsistent across different classes.