Weald Rise Primary School

Name Weald Rise Primary School
Website http://www.wealdrise.harrow.sch.uk
Ofsted Inspection Rating Good
Inspection Date 16 January 2018
Address Robin Hood Drive, Harrow Weald, Harrow, HA3 7DH
Phone Number 02089544531
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 464 (48% boys 52% girls)
Number of Pupils per Teacher 21.1
Local Authority Harrow
Percentage Free School Meals 12.5%
Percentage English is Not First Language 81.5%
Catchment Area Information Available Yes, our catchment area data is FREE

Information about this school

Weald Rise is larger than the average-sized primary school. There is a part-time Nursery and two Reception Year classes in the early years provision. The school was opened in April 2015 when an infant and junior school on the same site amalgamated. The school moved into the new building in September 2017 and the outdoor areas are still being constructed. The proportion of disadvantaged pupils is above average. The proportion of pupils who have SEN and/or disabilities is below average. The proportion of pupils who speak English as an additional language is high. Pupils come from a wide range of ethnic backgrounds and speak a wide range of home languages. There is high mobility of pupils joining and leaving the school during each school year. Numbers fluctuate dramatically in some year groups. Many of these pupils are new to the country and at the early stages of learning to speak English. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics at the end of Year 6. The governing body manages a breakfast club and an after-school club for pupils at the school.

Summary of key findings for parents and pupils

This is a good school Teaching, learning and assessment are good. Teachers have strong relationships with the pupils and provide work that engages their interest. Teaching is particularly effective in mathematics. Teachers are knowledgeable about this subject and are skilled in sharing information and strategies with the pupils. Leadership and management are good. There is a clear and shared vision for the future of the school and it is improving rapidly. Leaders have high expectations for members of staff. Leaders, managers and governors have a good impact on teaching. They monitor the pupils’ progress rigorously and ensure that the curriculum supports pupils’ outcomes. Changes are made to the curriculum when necessary to improve pupils’ progress. Pupils’ personal development, behaviour and welfare are good. Pupils enjoy learning and are keen to help each other in class. Pupils feel safe at school and know how to stay safe. They are enthusiastic about taking responsibilities in class and around the school. Pupils’ outcomes are good. Pupils’ work and school assessment information show that pupils currently at the school are making good progress from their starting points. The early years provision is good. Children learn quickly from a wide range of interesting activities. They benefit from effective support from members of staff. Pupils, especially the most able, are not consistently given suitably challenging work so that they can work at greater depth. Opportunities are missed for pupils to develop their writing when working in other subjects.