Osmani Primary School


Name Osmani Primary School
Website www.osmani.towerhamlets.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 15 November 2016
Address Vallance Road, Whitechapel, London, E1 5AD
Phone Number 02072478909
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 410 (46% boys 54% girls)
Number of Pupils per Teacher 18.5
Local Authority Tower Hamlets
Percentage Free School Meals 33.4%
Percentage English is Not First Language 99%
Persisitent Absence 6.9%
Pupils with SEN Support 11.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school meets requirements on the publication of specified information on its website. The school is larger than the average-sized primary school. The proportion of pupils who are eligible for the pupil premium is greater than average. The proportion of pupils representing minority ethnic groups is much higher than average. Most pupils represent Bangladeshi heritage. A much higher proportion of pupils speak English as an additional language than average. The proportion of pupils who have special educational needs and/or disabilities is similar to the national average. Slightly more pupils than average have a statement of special educational needs or an education, health and care plan. The school meets the government’s current floor standards, which are the minimum expectations for the attainment and progress of pupils in English and mathematics by the end of key stage 2.

Summary of key findings for parents and pupils

This is a good school The headteacher has ensured that the school has continued to provide a high quality of education since the last inspection. She has skilfully developed outstanding and sustainable leadership across the school. Leaders have maintained the good quality of teaching despite a high turnover in staff. Teachers and teaching assistants work exceptionally well together to ensure that pupils receive the support they need to make good progress. The behaviour of pupils is outstanding. Pupils’ positive attitudes enhance their learning. They display high levels of engagement and maturity enabling them to work well with their peers. Pupils develop essential skills in literacy and numeracy across a wide range of subjects. Regular school trips enrich their studies, inspire their interest and motivate them to read and write more extensively. Pupils thrive because they are well cared for and have positive relationships with each other and the adults in the school. The early years provision is outstanding. It is very well led. Highly effective teaching enables children to make good progress from their starting points. Consequently, they embark on the next stages of their education from a firm foundation. Pupils thrive on responsibility. They respect and celebrate the diversity of their backgrounds. Pupils’ spiritual, moral, social and cultural education pervades all aspects of school life. Outstanding leadership enables increasing proportions of pupils to make good progress by the end of key stage 2 from their different starting points. Disadvantaged pupils make progress at rates close to, or above, other pupils nationally. Outcomes for pupils are good. Leaders’ strategies to improve outcomes further are at an early stage of implementation and so have not had time to take full effect. Schemes to promote enjoyment of reading are successful. Pupils are enthusiastic about choosing books about a wide range of subjects that interest them. However, some of the most able pupils, including most-able disadvantaged pupils, do not read challenging texts often enough to help them make rapid progress in reading. Some of the most able pupils, including the most able disadvantaged pupils, do not make the progress of which they are capable in some year groups because they are not sufficiently challenged.