Anglo Portuguese School of London

Highlights from Latest Inspection

What is it like to attend this school?

Leaders want the very best for pupils in this school as it expands over the years. They have high expectations for all pupils, including those with special educational needs and/or disabilities (SEND).

Pupils have positive attitudes and enjoy learning. They are confident that adults take care of them. Leaders help to keep pupils safe.

The school is calm. Pupils move around the school sensibly. They are polite and behave well in lessons.

Pupils are proud to attend the school and work hard. They know to speak to an adult if they have any worries. Staff deal with any concerns swiftly.

Leaders ensure that pupils take part in a range of extra-curricular e...xperiences. These include visiting an art gallery and a farm, and attending clubs that reflect pupils' interests. Leaders encourage pupils to take on responsibilities, for example as eco-school members, house captains and friendship buddies.

Leaders offer a well-structured curriculum supported with a comprehensive approach for pupils to learn the Portuguese language. It helps pupils' development in their speaking, listening and writing skills. Leaders involve parents and carers in their children's learning.

This includes through a range of workshops to share pupils' learning experiences and celebrate their achievements.

What does the school do well and what does it need to do better?

The curriculum is ambitious and sequenced well. Leaders think carefully about the end goals they want pupils to achieve, including up to Year 6, although there are currently pupils up to Year 2 only.

They review subject content regularly to ensure it builds progressively as the school expands. For example, in history, pupils learn about the chronology of significant historical events in the reign of kings and queens. Pupils produce work that they are proud of.

However, sometimes, teaching does not revisit crucial knowledge and skills regularly. This limits pupils' subject-specific understanding on these occasions.

Teachers' subject knowledge is secure.

They check and address misconceptions in pupils' understanding. Adults support pupils with SEND to access the full range of subjects within the curriculum. They adapt their teaching to address gaps in what pupils understand.

Teachers use resources to help pupils deepen their understanding. For example, in mathematics, children in Reception used coloured sticks to complete and extend colour patterns. Teachers encourage children to use mathematical vocabulary when describing three-dimensional shapes.

Leaders ensure that learning experiences in the early years are well planned and purposeful.

Leaders prioritise reading from the moment pupils start school. Trained staff deliver the phonics programme consistently.

Staff use books to match and rehearse the sounds pupils learn. Teachers help pupils remember newly introduced sounds and practise them in their writing. Leaders use assessment to identify pupils at risk of falling behind.

Staff support pupils to catch up in learning the sounds they need to know. Teachers encourage pupils to persevere in attempting to decode unknown words, particularly when reading aloud. Pupils describe the characters in books they enjoy reading.

They achieve well and read with confidence. Staff support pupils who speak English as an additional language to read fluently.

Leaders have clear expectations for pupils' behaviour which are well understood by all.

Pupils valued the opportunity to choose their rewards. Staff support children in Reception in learning how to follow routines independently. For instance, children are encouraged to focus while sitting still on the carpet and put on their coats independently to go outside.

Staff make the most of the outdoor space to support all the areas of learning.

Leaders promote pupils' personal development through the curriculum and assemblies. Staff encourage pupils to respect the rights of others.

Leaders ensure that pupils are taught about the importance of physical health and eating a balanced diet. Leaders promote pupils' mental health positively. Adults help pupils to describe their feelings and emotions.

Those responsible for governance have established high aspirations that underpin their decisions and actions. They are instrumental in steering the school's vision as it grows. Staff reported that workload is high at this time of the school's growth and context.

However, they felt confident that they were managing their responsibility and time appropriately.

Safeguarding

The arrangements for safeguarding are effective.

Leaders use robust systems and procedures to keep children safe.

Staff receive regular training and updates to ensure they know how to identify and help pupils in need. Leaders and staff build positive links with parents. They know pupils and families well.

Staff support pupils to develop an understanding of safety. For example, in design and technology, adults teach pupils how to shape their hands, hold a knife and cut fruit and vegetables safely. Leaders provide opportunities to help pupils learn about healthy relationships and staying safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Sometimes, teaching does not revisit crucial knowledge and skills regularly. This limits pupils' recall of subject-specific knowledge and understanding on these occasions. Leaders should ensure that teaching supports pupils to remember and recall key knowledge fluently that they have been taught over time.