|Name||John Scurr Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||01 April 2014|
|Address||Cephas Street, Stepney, London, E1 4AX|
|Religious Character||Does Not Apply|
|Number of Pupils||437 (52% boys 48% girls)|
|Number of Pupils per Teacher||19.2|
|Percentage Free School Meals||36.2%|
|Percentage English is Not First Language||87.9%|
Information about this school
John Scurr Primary School is a larger-than-average size primary school. Most pupils speak English as an additional language or come from a minority ethnic group. The majority of pupils are of Bangladeshi heritage. A much higher than usual proportion of pupils join and leave the school during the school year. The proportions of disabled pupils and those who have special educational needs supported through school action, school action plus or with a statement of special educational needs are above national averages. The proportion of children who are eligible for the pupil premium is well above average. The pupil premium is additional funding given to schools for children in specific groups including those in care and those known to be eligible for free school meals. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress by the end of Year 6 in English and mathematics. The school is currently a member of the Teach East London Alliance which includes Phoenix Special School.
Summary of key findings for parents and pupils
This is a good school. The headteacher, senior leaders and the governing body have successfully focused on improving the quality of teaching and raising achievement. They have demonstrated that the school has the capacity to improve further. Provision in the Early Years Foundation Stage is good. Consequently, many children achieve a good level of development by the time they leave Reception. Standards have risen in Key Stages 1 and 2 over the last two years. They are now close to the national average in mathematics and well above the national average in writing. Pupils who receive extra help make at least good progress. Systems to manage staff performance are rigorous and all staff benefit from high-quality training. Newly qualified teachers and support staff are very well supported in their roles. Good systems are in place to ensure that pupils’ progress is tracked rigorously and consistently across the school. The school is welcoming, caring and supportive of pupils from all backgrounds; this has helped to create a cohesive school community. Strong personal, spiritual, moral and cultural development is at the heart of the school’s success and underpins pupils’ good behaviour both in class and around the school. Pupils feel safe at school. The governing body robustly holds the school to account for its performance, the management of its finances and safeguarding. It is not yet an outstanding school because: Not enough teaching is outstanding. Inconsistencies in the quality of written marking mean that pupils do not always know how to improve their work. Pupils do not always take care about the presentation of their work. Pupils’ achievement in reading is not as high as in writing and mathematics, especially in Key Stage 2, and too few learners achieve the higher levels. Middle leaders are not fully involved in checking the quality of teaching in their subjects.