|Name||Evergreen Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||25 June 2019|
|Address||9 Swan Mews, London, SW6 4QT|
|Religious Character||Not applicable|
|Number of Pupils||79 (43% boys 57% girls)|
|Local Authority||Hammersmith and Fulham|
|Catchment Area Information Available||No, we only have catchment area data for schools in England|
Information about this school
In September 2018, Al-Muntada Primary School was renamed Evergreen Primary School when the new proprietor took over. Since this time, most of the staff have changed. There is a new headteacher in post. At the time of this inspection, the headteacher was absent from school. One of the two deputy headteachers was also absent from school. The proprietor, who is also the executive headteacher, was present throughout the inspection. The school caters for boys and girls of Islamic faith, aged between 3 and 11. Currently, the pupils are taught in four classes. The first class is for children in the early years, the second class is for pupils in Years 1 and 2, the third class is for pupils in Years 3 and 4 and the fourth class is for pupils in Years 5 and 6. The school’s last full standard inspection took place in September 2017, where it was judged to require improvement. At that time, all the independent school standards were met.
Summary of key findings for parents and pupils
This is a school that requires improvement The quality of teaching is still too variable. Teachers’ expectations of pupils’ learning are not high enough. The use of assessment, by leaders and teachers, is not consistently effective. As a result, work is not always well matched to pupils’ needs. Pupils do not make consistently good progress in reading, writing, mathematics and all other subjects. Opportunities for pupils to acquire reasoning skills in mathematics and apply their writing skills across the curriculum are inconsistent. Handwriting is not taught consistently well throughout the school. Teaching in the early years is not consistently good. The use of assessment is variable. Children do not make the progress of which they are capable. Leaders do not evaluate all aspects of the school’s work well enough. Their plans for improvement do not focus securely on the quality of teaching and pupils’ outcomes. The current curriculum is not implemented consistently well. Record-keeping, including for safeguarding, is disorganised and not sufficiently rigorous. Leaders’ monitoring of teaching is not consistently effective in helping teachers to improve their practice. Pupils’ behaviour is variable. Teachers do not manage pupils’ behaviour consistently. The presentation of work in pupils’ books varies considerably. The school has the following strengths Pupils enjoy school and say that they feel safe. The promotion of pupils’ spiritual, moral, social and cultural development is effective. Overall, the teaching of phonics is good. Parents are very positive about the school. They are particularly pleased with the changes new leaders have made. The proprietor ensures that the school meets the independent school standards. Compliance with regulatory requirements The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.