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This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Headteacher
Ms Helen McGovern
Address
Carterhatch Lane, Enfield, EN1 4JY
Phone Number
02088042101
Phase
Academy
Type
Academy converter
Age Range
7-11
Religious Character
Does not apply
Gender
Mixed
Number of Pupils
342
Local Authority
Enfield
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Summary of key findings for parents and pupils
This is a good school. The school has improved since the last inspection. Pupils achieve well.
Over recent years, pupils' attainment in mathematics and reading has improved. The school continues to improve. More Year 6 pupils attained the higher Level 6 in mathematics last year than in 2013.
Pupils did particularly well in the grammar, punctuation and spelling checks. Their results were significantly above the average for the past two years. Pupils, including those with special educational needs, those eligible for the pupil premium and those who speak English as an additional language, make good progress, especially in mathematics.
Progress in writin...g is slower because the teaching of writing is not always as effective. Current pupils' progress is very good in reading and mathematics. Year 6 pupils are on track to do very well in this year's national tests.
Workbooks show that pupils in all year groups make especially good progress in reading and mathematics. Their reading is very good. Governors and leaders have put rigorous systems in place since the previous inspection to check the quality of teaching and progress in learning.
As a result, teaching is now good and achievement has improved. Pupils' behaviour is good. Pupils enjoy coming to this school and are proud to be part of its community.
Safety is good. Pupils feel very safe because the systems to keep them safe are very sound. Pastoral care is a particularly strong feature.
Improvements since the previous inspection include a stronger governing body whose members know the school very well. They know exactly how to proceed in the drive to raise standards even more. The most-able pupils make good progress in mathematics, reading and writing.
It is not yet an outstanding school because : Teaching is not outstanding. Teaching does not always ensure all ability groups reach higher levels, particularly in their writing. Not all pupils have the confidence to write in a variety of ways.
Leaders have not always focused sufficiently on ensuring all ability groups achieve well in writing, not just the most able.
Information about this school
This is a much larger-sized junior school than the average. Two thirds of pupils represent about 18 ethnic groups, though this can vary slightly from year to year.
Currently, the three largest groups are those pupils from Other White, Black African and White British heritages. Over half of the pupils on roll speak English as an additional language. Many of them are in the early stages of learning English.
The proportion of pupils with special educational needs is average. Over four fifths of the pupils on roll are disadvantaged and in receipt of the pupil premium funding. This proportion is much larger than the national average.
The grant is used to support pupils known to be eligible for free school meals and children looked after by the local authority. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress in mathematics, reading and writing. The school works with a number of partners, including secondary and primary schools.
For example, Year 6 pupils attend master classes for Level 6 attainment at Bishop Stopford's secondary and its teachers come to this school to give lessons, for example in drama. They also advise the junior school teachers. A working relationship with Carterhatch Infant School enables teachers in both schools to work effectively on pupils' transition from the infant to the junior school.
Other partnerships include The Town Partnership, working on various projects with local schools, for example looking for ways to save money through economies of scale. The school participates in the Schools Direct programme with The Bowes Teaching Alliance (an outstanding school) and the University of Middlesex. The headteacher works with a group of schools judged to require improvement, to arrange help and support.
