Hackney New Primary School

Highlights from Latest Inspection

Outcome

Hackney New Primary School has taken effective action to maintain the standards identified at the previous inspection.

The headteacher of this school is Marya Afreedi. This school is part of Eko Trust, which means other people in the trust also have responsibility for running the school.

The trust is run by the chief executive officer, Rebekah Iiyambo, and overseen by a board of trustees, chaired by Philippa King.

What is it like to attend this school?

Pupils love being part of the Hackney New Primary community. They show deep respect for their peers, treating each other with kindness.

Pupils behave exceptionally well. They celebrate the school's diversity, for ex...ample through an annual international day and regular singing in different languages. Pupils are safe and know that their voices are heard.

They are encouraged to become confident citizens, actively campaigning on important issues.

Pupils delight in volunteering for leadership positions, including the pupil parliament. A 'green team' focuses on environmental issues and the 'equality, diversity and inclusion' team ensures all pupils are welcome.

Staff have consistently high expectations of all pupils, including those with special educational needs and/or disabilities (SEND). Pupils enjoy their learning and produce work of high quality. The broad and ambitious curriculum supports pupils to achieve well.

The impact of this is evident in the school's published results for pupils at the end of Year 6.

Staff ensure that pupils' experiences go beyond the academic. Music sits at the heart of the school.

For example, all pupils learn a musical instrument from Year 1 onwards. They perform regular concerts with great pride. Other activities include coding, chess and karate.

All pupils take part in regular visits, such as to the theatre, museums and different places of worship.

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

The curriculum for all pupils is ambitious. In many instances, it exceeds what is expected nationally.

For example, children in the early years develop their communication skills by beginning to learn a modern foreign language. Leaders think carefully about the important knowledge that pupils need to know and remember in each subject. This is effectively sequenced from early years onwards to allow pupils to build their learning cumulatively.

In art and design, for example, pupils learn to draw different lines and shapes. By Year 6, pupils can use different pressures when sketching and shading. Pupils use this knowledge to create more sophisticated drawings over time, including by studying the work of a diverse range of artists.

The school carefully designs enrichment activities to further enhance the curriculum. Pupils work, for instance, with a range of local architects to deepen their knowledge of design technology. Similarly, in music, many pupils work with the London Symphony Orchestra.

Teachers have regular opportunities for high-quality training. This ensures they have excellent subject knowledge. Staff present information clearly and prioritise checking pupils' understanding.

As a result, teachers are swift to address any misconceptions that pupils may have. Well-planned activities support pupils to revisit their learning. This helps pupils to build a deep body of knowledge.

The school encourages a love of reading for all pupils. Staff are exceptionally well trained to deliver the agreed phonics programme. As a result, they use precise strategies to ensure pupils decode and read with increasing accuracy and fluency.

Teachers regularly check what pupils know. This allows staff to identify and address any gaps in pupils' phonics knowledge. Books are appropriately matched to the sounds that pupils know.

All pupils are encouraged to read for pleasure, with regular visits to both the school and community library. Parents and carers support their child's reading, for example through monthly 'reading breakfasts'.

Pupils with SEND are fully included in the life of the school.

The school ensures that these pupils have their needs identified accurately and closely met. A culture of high expectations from well trained staff ensures appropriately personalised support for pupils with SEND. This helps these pupils to access the same broad and ambitious curriculum as their peers, where possible.

The school has consistently high expectations for pupils' behaviour and attendance. These are communicated well and consistently applied. From the early years, children learn to show a focused attitude to their learning.

Strong routines ensure that no time is wasted as pupils move between activities. Pupils receive appropriate support on the rare occasions when their behaviour or attendance does not match the high expectations of staff.The school has carefully planned and sequenced the personal, social, health and economic education curriculum.

For example, knowledge of safe relationships starts with children in Reception discussing what a good friend is. Pupils learn about important issues, such as rights, responsibilities and British values. Regular revisiting of this learning helps pupils to build a deep understanding about the importance of staying physically and mentally healthy.

Staff enjoy working at this school. They know that leaders consider their workload and well-being. Staff at all levels appreciate the opportunities for professional development and progression.

Governors and trustees are knowledgeable about the school's work. Leaders and those responsible for governance ensure that nothing is left to chance here.

Safeguarding

The arrangements for safeguarding are effective.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged outstanding for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding for overall effectiveness in May 2018.