School etc

Bandon Hill Primary School

Bandon Hill Primary School
Sandy Lane South

phone: 020 86475377

headteacher: Mrs I M Ramsay

reveal email: band…

school holidays: via Sutton council

627 pupils aged 2—10y mixed gender
408 pupils capacity: 154% full

315 boys 50%


310 girls 49%


Last updated: June 18, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 529709, Northing: 163766
GPS coordinates
Latitude: 51.358, Longitude: -0.13848
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Jan. 21, 2008
Region › Const. › Ward
London › Carshalton and Wallington › Beddington South
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Free school meals %

rooms to rent in Wallington

Schools nearby

  1. 0.2 miles Foresters Primary School SM69DP (264 pupils)
  2. 0.5 miles High View Primary School SM68JT (473 pupils)
  3. 0.5 miles Amy Johnson Primary School SM69JN (330 pupils)
  4. 0.5 miles St Elphege's RC Junior School SM69HY (257 pupils)
  5. 0.5 miles St Elphege's RC Infants' School SM69HY (289 pupils)
  6. 0.5 miles Highview High School SM68JT
  7. 0.5 miles Wilson's School SM69JW
  8. 0.5 miles Orchard Hill College of Further Education SM60NB
  9. 0.5 miles Wilson's School SM69JW (1063 pupils)
  10. 0.7 miles Holy Trinity CofE Junior School SM68BZ (359 pupils)
  11. 0.7 miles Collingwood School SM60BD (104 pupils)
  12. 0.8 miles Beddington Infants' School SM67LF (322 pupils)
  13. 0.8 miles Wallington High School for Girls SM60PH
  14. 0.8 miles Sherwood Park School SM67NP (81 pupils)
  15. 0.8 miles Link Primary School CR04PG (40 pupils)
  16. 0.8 miles Wallington High School for Girls SM60PH (1323 pupils)
  17. 0.9 miles The John Fisher School CR83YP (1036 pupils)
  18. 0.9 miles Wallington County Grammar School SM67PH
  19. 0.9 miles Link Secondary School CR04PD (54 pupils)
  20. 0.9 miles Wallington County Grammar School SM67PH (980 pupils)
  21. 1 mile Waddon Infant School CR04RG
  22. 1 mile Laleham Lea School CR83JJ (101 pupils)
  23. 1 mile Beddington Park Primary School CR04UA (341 pupils)
  24. 1 mile All Saints Carshalton Church of England Primary School SM53DW (345 pupils)

List of schools in Wallington

School report

Bandon Hill Primary School

Meadow Field, Sandy Lane South, Wallington, Surrey, SM6 9QU
Wood Field and Oak Field, Stanley Park Road, Carshalton, Surrey, SM5 3HW

Inspection dates 4–5 March 2015
Overall effectiveness This inspection: Outstanding 1
Previous inspection: Outstanding 1
Leadership and management Outstanding 1
Behaviour and safety of pupils Outstanding 1
Quality of teaching Outstanding 1
Achievement of pupils Outstanding 1
Early years provision Outstanding 1

Summary of key findings for parents and pupils

This is an outstanding school

School leaders and governors are ambitious. They
Pupils work hard in class and make excellent
Disabled pupils and those who have special
Staff in the Oak Field unit are very sensitive to the
Teaching is good, with much that is outstanding.
A few pupils in Year 1 do not make as much
The curriculum is exceptionally well planned. It
have maintained high standards of teaching,
pupils’ achievement and behaviour since the
previous inspection.
progress. They reach standards that are
consistently above average in reading, writing and
mathematics at the end of Year 6.
educational needs make excellent progress from
their relative starting points.
needs of these pupils. Consequently, they achieve
very well and behave well.
Teachers know their subjects extremely well and
they ask probing questions to extend pupils’
knowledge and understanding.
progress as they should in reading because some
activities are too easy.
provides pupils with rich experiences that promote
their spiritual, moral, social and cultural
development very effectively.
Pupils love coming to school and this is reflected in
Procedures for keeping pupils safe are exemplary.
Children get off to an excellent start in the early
School leaders constantly strive to improve on what
School leaders and governors are immensely proud
The vast majority of parents who responded to the
their above-average attendance. Their behaviour is
exemplary at all times. The school is a very
harmonious place and provides high levels of care
towards pupils.
Pupils say they feel safe in school because there is
always someone to turn should a problem arise.
years. They are warmly welcomed into a rich and
stimulating environment. They make excellent
progress in all aspects of their development.
they already do well. They have established a
professional climate in which teachers continuously
look for new ways to improve their skills.
of their school and their achievements. They have
an excellent understanding of their strengths and
have ambitious plans for further improvement.
online survey were overwhelmingly positive about
the quality of education provided by the school.

Information about this inspection

  • Inspectors observed pupils working in 26 lessons or parts of lessons, 12 of which were observed jointly
    with senior leaders. They looked at work in pupils’ books and they listened to pupils reading in Year 2 and
    Year 6. Inspectors observed pupils’ behaviour in class and in the playground. They attended two
  • Among the documents scrutinised were school improvement plans, records relating to pupils’ behaviour,
    risk assessments and minutes of governors meetings. The inspectors also looked at records of pupils’
    attainment and progress and documents showing how the school keeps pupils and staff safe.
  • The inspectors met with school leaders, groups of pupils and four governors, including the Chair of
    Governors. They also met with a representative from the local authority.
  • The views of parents were taken into account by analysing the 180 responses to the online survey, Parent
    View. They also took into account two letters received from parents and they spoke informally to parents
    during the inspection.

Inspection team

Joy Considine, Lead inspector Additional inspector
Janet Sharp Additional inspector
Michael Sutherland-Harper Additional inspector
Fatiha Maitland Additional inspector

Full report

Information about this school

  • The school is much larger than the average-sized primary school. Since the previous inspection it has
    expanded in size and the accommodation is now situated on two separate sites. Currently, there are two
    forms of entry for pupils aged three to 11 on the Meadow Field site and four forms of entry for pupils
    aged four to six on the Wood Field site. The school is set to become a six-form entry primary school by
    September 2019.
  • There is a unit for 22 autistic pupils aged four to eight in the Oak Field base, situated on the Wood Field
    site. This unit will increase in size to take 56 pupils aged four to 11 by September 2017.
  • The school is led by an executive headteacher and each of the three ‘bases’ has its own dedicated head of
  • There is provision for children in the early years in the Nursery situated on the Meadow Field site. These
    children attend part time. Children in the Reception classes attend full-time on both the Meadow Field and
    Wood Field site.
  • The proportion of pupils supported by pupil premium funding is lower than average. The pupil premium is
    additional funding provided by the government to support those pupils who, in this school, are eligible for
    free school meals or who are looked after.
  • The proportion of disabled pupils and those who have special educational needs is broadly average.
  • About 40% of pupils are from a variety of minority ethnic backgrounds. This is above average. The
    proportion who speaks English as an additional language is broadly average.
  • The school meets the government’s current floor standards. These set the minimum expectations for
    pupils’ attainment and progress.
  • The executive headteacher is a National Leader of Education and provides support to schools within the
    local authority and to other schools nationally. The school is an accredited National Support School.
  • There is a breakfast club and an after-school club situated on the Meadow Field site. These are run by a
    private provider, and were not included in this inspection.

What does the school need to do to improve further?

  • Ensure that all activities to teach pupils to read in Year 1 are consistently purposeful and challenging.

Inspection judgements

The leadership and management are outstanding
  • The executive headteacher provides inspirational leadership. Together with her senior leaders, she has
    created a highly effective school in which pupils learn, thrive and flourish. Leaders and governors have
    very high expectations for pupils and for themselves. Consequently, teaching is of a very high standard,
    pupils achieve exceptionally well and their behaviour is exemplary.
  • Leaders ensure that teaching is of the highest quality. They frequently visit classrooms formally, as well as
    informally, and they check work in pupils’ books. They provide high quality advice and guidance so that
    teachers are very clear about how their work can be further improved.
  • Experienced teachers provide training for staff; whilst, at other times, staff attend externally-run courses.
    Many teachers have gained nationally recognised awards in preparation for leadership. Teachers visit each
    other’s classrooms and they share good practice in staff meetings. There is a culture in which teachers
    constantly strive to make their teaching even better, by reflecting on their practice and trying out new
  • One of the school’s many successes is the way in which it develops leaders to ensure that gaps can be
    filled when staff leave. Subject leaders are very well trained and so they can quickly step in when an
    opportunity arises. They have an excellent grasp of performance information, and consequently contribute
    very well to the school’s plans for further improvement.
  • Outstanding leadership of the Oak Field unit is a key factor in the high achievement and behaviour of
    these pupils. The leader has an excellent understanding of the complex needs of these youngsters and
    she ensures that all staff are fully trained to meet their needs.
  • Additional funding available for disadvantaged pupils is used very effectively. It helps them to take part in
    all aspects of school life, both socially and academically. This has increased their levels of confidence to
    help them to reach high levels of achievement. The gaps in achievement between disadvantaged pupils
    and others have closed rapidly, owing to actions taken by school leaders.
  • The local authority provides light touch support to this outstanding school. The large majority of parents
    who expressed their views believe that the school is very well led and managed.
  • Leaders make very good use of the additional funding to improve school sports. They have employed
    specialist sports coaches to help teachers to improve the way in which they teach sports, and they provide
    additional sporting activities for pupils at lunchtimes. This has increased pupils’ participation and their
    enjoyment of sports.
  • The school provides pupils with many memorable experiences. Work is stimulating and there is a wide
    range of clubs, visits and activities that add to their enjoyment. During the inspection, pupils thoroughly
    enjoyed taking part in Book Week by dressing up as a character from their favourite books. They learn
    about the faiths, beliefs and cultures of those from other parts of the world in lessons and this promotes
    their spiritual, moral, social and cultural development very effectively. They are very well prepared for life
    in modern Britain.
  • Staff and governors are excellent role models for pupils in the way in which they promote British values
    such as tolerance, respect and democracy. They ensure that all pupils have equal opportunities and that
    discrimination of any sort is not tolerated.
  • Leaders and governors ensure that arrangements for safeguarding pupils and protecting children are
    effective. This is shown in the records kept by the school that record leaders’ responses to concerns raised
    by staff regarding the health and welfare of pupils.
  • The governance of the school:
    Governance is highly effective. Governors have an accurate understanding of how well the school
    performs in comparison with other schools and are aware of the extent to which pupils consistently
    reach high standards.
    They receive high quality information from school leaders.
    Governors visit the school regularly to check for themselves that the information they receive is
    accurate. They are linked to different aspects of the school, such as safeguarding or early years, and
    they regularly meet with leaders to discuss improvements.

They know that teaching is outstanding and they check that pay awards are rewarded only for the best

teaching. They know that immediate action is taken should teaching be any less than good.

The behaviour and safety of pupils are outstanding


  • The behaviour of pupils is outstanding. They thoroughly enjoy school, which is reflected in their
    attendance which is above average and has been consistently so for several years. Pupils attending the
    Oak Field unit behave exceptionally well because leaders have created a calm and peaceful environment in
    which they feel safe and secure.
  • Pupils make an excellent contribution to school life. They thoroughly enjoy taking on responsibilities, such
    as by acting as prefects to ensure that other pupils move around the school safely and sensibly. School
    councillors are very proud of their elected status and consult their classmates when decisions need to be
  • The school is a very happy place where pupils enjoy working and playing together regardless of
    background. Pupils behave exceptionally well in class and when moving around the school because they
    respond to teachers’ high expectations of them.
  • Pupils are very friendly, polite and welcoming towards visitors. They talk about their school with pride and
    say there is nothing they would like to change. Those who spoke to inspectors say that adults are always
    helpful and approachable and that teachers make learning fun.
  • Records kept by the school show very few reported incidents of poor behaviour and there have been no
    exclusions in recent years.
  • The school’s work to keep pupils safe and secure is outstanding. The school site is very secure, and risk
    assessments are very detailed. All adults and visitors to school are thoroughly checked, and arrangements
    to protect children are robust.
  • Pupils say they feel safe in school. They say that adults care for them and help them should a problem
    arise. They know about different forms of bullying, including those relating to name calling, race and
    disability. They cannot recall any recent incidents.
  • Pupils have an excellent understanding of how to stay safe when using computers. They have been taught
    not to give out any personal information when using the internet. They know that it is wrong to write
    anything nasty about other people when using electronic devices.
  • The vast majority of parents who responded to the survey agree that their children are happy and safe at
    school and that their behaviour is excellent.
The quality of teaching is outstanding
  • School leaders have ensured that the high quality of teaching seen during the last inspection has been
    maintained. Teachers’ expectations are high and teachers provide work that is challenging and makes
    pupils work hard. Consequently pupils, including those in the Oak Field unit, make excellent progress.
  • Classrooms are bright and attractive, with displays that support learning in literacy and numeracy.
    Relationships between teachers and pupils are warm and pupils are eager to participate in class. Teaching
    assistants work in close partnership with teachers, providing good quality support to pupils, particularly
    those who are disabled or have special educational needs.
  • Pupils frequently refer to their targets that are on display and say these help them to learn. Teachers
    check on their progress in class and adjust the content of their lessons accordingly. They provide
    additional help to those who struggle, and give harder work to those who need to move on more quickly.
  • Writing is taught very well. Teachers inspire pupils to write. For example, in a Year 6 literacy lesson, pupils
Voices in the Park


by Anthony Browne, in preparation for their own writing. They reflected on

several moral dilemmas present in the story before writing their own account from the point of view of an

outside observer to the scene. This prompted some lively debate and promoted pupils’ spiritual, moral,

social and cultural development very effectively.

  • Reading is mostly taught very well, as shown in the excellent progress made by pupils across the school.
    However, there are a very few pupils who do not progress as well as they should. This is because some
    reading activities in Year 1 lack purpose and are too easy for some pupils.
  • Pupils love mathematics. This is because they are taught well and activities are interesting. Mathematics
    lessons are very well planned and build on what pupils already know, so they make rapid progress. They
    use their well-developed recall of number facts to reason and to solve problems.
  • Teachers mark pupils’ work thoroughly. They provide helpful guidance to show pupils what they have
    done well and what they need to do to improve their work further. Pupils act on these comments by
    correcting and improving their work, and so progress well.
The achievement of pupils is outstanding
  • Pupils, including those who speak English as an additional language, make substantial progress across the
    school in both English and mathematics. They work very hard to reach standards that are well above
    average at both Key Stage 1 and Key Stage 2. They are very well prepared for the next stage in their
  • Disabled pupils and those who have special educational needs achieve very well from their relative starting
    points. Teachers and teaching assistants work very closely together to ensure that these pupils receive
    very effective support. Consequently, these pupils understand their work and make excellent progress.
  • Pupils in the Oak Field unit achieve very well. This is because staff are sensitive to their needs and
    understand how to break tasks down into manageable steps.
  • Teachers challenge the most able pupils in class by providing them with harder work. Work in their books
    shows that they reach high standards in writing and mathematics in most year groups.
  • The gap in the achievement between disadvantaged pupils and their classmates has closed considerably,
    owing to the thoughtful use of the additional funding. Teaching assistants provide additional help in class
    and this gives these pupils confidence to try and work things out for themselves. They are about three
    months behind their classmates in reading and about six months behind in writing and mathematics.
    However, they make outstanding progress from their starting points to attain similar levels to other pupils
    nationally in these subjects.
  • Pupils across the school enjoy reading. They read both for pleasure and to find information. By Year 6,
    pupils have a wide range of skills that they use to read fluently and confidently. They read with very good
    expression, commenting on aspects of the story, such as humour, giving examples from the text.
  • Pupils have plenty of opportunities to use their writing skills when learning other subjects and this has led
    them to make excellent progress. They enjoy writing and know how to structure their writing to keep the
    reader interested. They use punctuation very effectively to express their ideas and they vary the way in
    which they write sentences for effect. They are equally skilled in writing imaginatively as well as factually.
  • In mathematics, pupils progress exceptionally well because they have a good grounding in basic skills.
    They use numbers confidently to solve problems, to reason, and to work things out. They enjoy
    responding to the high level of challenge presented in lessons, and the work in their books is of a high
The early years provision is outstanding
  • The early years environment supports children’s learning very effectively. It is very well resourced, both
    indoors and outside, with plenty of exciting activities that stimulate children. Children make excellent
    progress in the early years and are well prepared for Year 1.
  • Teaching is outstanding because teachers have an excellent understanding of the learning needs of all
    children. They plan activities that allow children some independence to select their own activities, whilst
    adults lead others, such as the teaching of letters and sounds.
  • All adults work closely together and have warm relationships with children. Consequently, children in both
    the Nursery and Reception classes feel safe. Children are very settled and they get on very well together.
    They are extremely thoughtful and particularly good at sharing and helping each other. Their behaviour is
  • The early years leader has a very clear view of what is working well and what she wants to develop
    further. She has very high expectations of staff and children. She is an excellent role model and has
    provided high quality training so that all children benefit from strong teaching across classes.

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that
provide exceptionally well for all its pupils’ needs. This ensures that pupils
are very well equipped for the next stage of their education, training or
Grade 2 Good A good school is effective in delivering outcomes that provide well for all
its pupils’ needs. Pupils are well prepared for the next stage of their
education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it is not
inadequate. This school will receive a full inspection within 24 months
from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is failing
to give its pupils an acceptable standard of education and the school’s
leaders, managers or governors have not demonstrated that they have
the capacity to secure the necessary improvement in the school. This
school will receive regular monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and requires
significant improvement but leadership and management are judged to
be Grade 3 or better. This school will receive regular monitoring by
Ofsted inspectors.

School details

Unique reference number 102958
Local authority Sutton
Inspection number 453234

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 3-11
Gender of pupils Mixed
Number of pupils on the school roll 770
Appropriate authority The governing body
Chair Ric Adams
Headteacher Isabel Ramsay (Executive)
Date of previous school inspection 21 January 2008
Telephone number 020 8647 5377
Fax number 020 8647 0034
Email address reveal email: mead…

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