|Name||Marian Vian Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||21 June 2012|
|Address||Shirley Crescent, Elmers End, Beckenham, Kent, BR3 4AZ|
|Religious Character||Does Not Apply|
|Number of Pupils||653 (50% boys 50% girls)|
|Number of Pupils per Teacher||21.5|
|Academy Sponsor||Compass Academy Trust|
|Percentage Free School Meals||4.3%|
|Percentage English is Not First Language||11.9%|
Information about the school
This is a larger than average-sized primary school. The pupils come from predominantly White British families as well as from a range of other minority ethnic backgrounds. The proportion of pupils learning to speak English as an additional language is below average, and of these, a few join with little or no English. The proportion of disabled pupils and those who have special educational needs is average, and an average proportion are at school action plus or have a statement of special educational needs. Their range of needs includes moderate learning difficulties, speech and language needs and social, emotional and behavioural difficulties. The proportion of pupils known to be eligible for free school meals is average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
This is a good school, where pupils achieve well and make good strides in their learning. It is not outstanding because most teaching is good rather than outstanding and not all leaders play a robust enough role in monitoring teaching. From starting points in line with those expected for their age, pupils make good progress. Standards by the end of Year 6 are in some years significantly above average overall, particularly in mathematics. However, standards in English, particularly in writing, are not always at this level. Current Year 6 pupils are working at above average levels, in all subjects, for their age. Pupils enjoy school, are keen to learn and feel safe and well looked after. Their behaviour and attitudes are good. As a result of the effective efforts of staff, attendance has risen and is now high. Teaching is good. Teachers make effective use of assessments in English and mathematics to plan activities that meet the academic needs of pupils and work is marked consistently well. However, tasks are not always adapted quickly enough during lessons to take account of how pupils are getting on. Where teaching is strongest and pupils achieve well, every opportunity is used to engage and challenge all the pupils, including at the start or end of lessons when the whole class are together. Where this is not yet a consistent feature, pace and learning slows. Leaders’ and managers’ plans to improve the school demonstrate their understanding of its strengths and areas for improvement. Performance management procedures and the leadership of teaching are good overall. Middle leaders and members of the governing body are increasingly developing their role in checking how well the school is doing. However, the programme of classroom visits by middle leaders is not yet rigorous enough to help secure greater consistency in teaching or pupils’ progress.