|Name||Hallfield Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||23 October 2013|
|Address||Hallfield Estate, London, W2 6JJ|
|Religious Character||Does not apply|
|Number of Pupils||433 (52% boys 48% girls)|
|Number of Pupils per Teacher||20.4|
|Percentage Free School Meals||27%|
|Percentage English is Not First Language||87.3%|
|Pupils with SEN Support||10.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is much larger than the average-sized primary school. There are three classes in each year group from Reception to Year 6, and 78 full-time places in Nursery. The school has unusually extensive landscaped grounds, including a vegetable garden. The overwhelming majority of pupils are from a wide range of ethnic backgrounds. Pupils from Kurdish, Iraqi and mixed heritage make up the largest groups in the school. The proportion of pupils who speak English as an additional language is much higher than average. Most are at the very early stages of learning English when they join the school. The proportion of pupils known to be eligible for the pupil premium (funding for pupils known to be eligible for free school meals, from forces families and looked-after children) is significantly above average. The number of pupils who join or leave the school other than at the usual time is significantly higher than average and is rapidly increasing. The proportion of disabled pupils and those with special educational needs supported through school action is slightly above average. The proportion supported at school action plus or with a statement of special educational needs is slightly below average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. Children begin school with levels of skill and knowledge that are well below other children of the same age. As a result of good teaching pupils make good to very good progress in English and mathematics and are above average by the time they leave. Leaders and managers communicate high expectations for the achievement and well-being of all pupils. They know the school’s strengths and areas for development very well. Key areas of the school’s work, such as the quality of teaching, have improved significantly over the last two years. All school leaders and the governing body have high aspirations and are ambitious for the school. Effective peer-mentoring and rigorous systems to check the quality of teaching by senior leaders mean that all teachers know how to improve. Pupils are caring, polite and courteous. Their behaviour in classes and around the school is very good. Pupils say they feel very safe in the school and are well cared for. Pupils’ spiritual, moral, social and cultural development is outstanding, which results in their great respect for all members of the school community. It is not yet an outstanding school because : There is insufficient outstanding teaching to enable pupils’ achievement to be consistently high across the school. The support pupils receive in some classes is less effective as it is not based carefully on their needs.