|Name||John Perryn Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||03 July 2013|
|Address||Long Drive, Acton, London, W3 7PD|
|Religious Character||Does Not Apply|
|Number of Pupils||402 (50% boys 50% girls)|
|Number of Pupils per Teacher||17.6|
|Percentage Free School Meals||29.9%|
|Percentage English is Not First Language||68.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
John Perryn Primary School is a larger than the average-sized primary school serving a diverse, urban community. The great majority of pupils are of minority ethnic heritage and almost three quarters of them speak English as an additional language. The proportion of pupils known to be eligible for the pupil premium, which provides funding for children in the care of the local authority and for pupils known to be eligible for free school meals, is more than twice that typically found nationally. A significant proportion of the housing in the area is intended for temporary occupation and the school population is highly mobile. Around a third of the pupils enter or leave the school each year. The proportion of disabled pupils and those with special educational needs supported through school action is almost twice that found nationally. The proportion receiving support at school action plus and who have a statement of special educational needs is a little below the national average. The school meets the current government floor standards, which set minimum expectations for pupils’ attainment and progress. The school shares its site with a children’s centre which incorporates private nursery and day-care provision, neither of which formed part of the current inspection.
Summary of key findings for parents and pupils
This is a good school. Most pupils make good progress and achieve well in most subjects. Some make exceptional progress from their starting points. The school is improving because leaders and governors have ambitious plans for the school based on an accurate and detailed knowledge of its performance. The standards that pupils reach have risen consistently over the last three years. Most pupils learn to read quickly and reach the expected levels. Those who fall behind are effectively supported and catch up well. Teaching and learning are good overall and some teaching is outstanding. Most teachers have high expectations of the pupils and teach interesting lessons. Pupils are proud of their school and attendance has improved sharply, so that it is now in line with national averages. Relationships between adults and pupils are very positive because : pupils feel safe, respected and well looked-after. Behaviour is good. The headteacher is well supported by a strong team of leaders and an effective governing body. Governors have acted decisively to strengthen teaching as part of their drive to give every pupil the best start in their education. It is not yet an outstanding school because : Work set for the most able pupils is not always challenging enough; as a result, not all of these pupils achieve the higher levels, particularly in English. Not all teaching is consistently good or better.