Berkeley Primary School
Executive Headteacher: Mr Kevin Prunty
School holidays for Berkeley Primary School via Hounslow council
419 pupils capacity: 109% full
240 boys 53%
215 girls 47%
Last updated: July 21, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 511896, Northing: 177485
- GPS coordinates
- Latitude: 51.485, Longitude: -0.38987
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 17, 2014
- Region › Const. › Ward
- London › Feltham and Heston › Heston West
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- Berkeley Junior School TW59HQ
- Berkeley Infant and Nursery School TW59HQ
- 0.3 miles Springwell Infant and Nursery School TW59EF (458 pupils)
- 0.4 miles Springwell Junior School TW50AG (375 pupils)
- 0.7 miles Norwood Green Junior School UB25RN
- 0.7 miles Norwood Green Infant and Nursery School UB25RN (393 pupils)
- 0.7 miles Westbrook Primary School TW50NB
- 0.7 miles The Rosary Catholic Junior School TW50RL
- 0.7 miles The Rosary Infant and Nursery School TW50RL
- 0.7 miles Cranford Community College TW59PD
- 0.7 miles Hounslow PRU (Asylum and Refugees) TW59PD
- 0.7 miles Cranford Community College TW59PD (1453 pupils)
- 0.7 miles Norwood Green Junior School UB25RN (348 pupils)
- 0.7 miles Westbrook Primary School TW50NB (548 pupils)
- 0.8 miles Heston Junior School TW50QR
- 0.8 miles Heston Infant and Nursery School TW50QR
- 0.8 miles Hans School of Excellence TW59UP
- 0.8 miles The Rosary Catholic Primary School TW50RL (477 pupils)
- 0.8 miles Heston Primary School TW50QR (465 pupils)
- 0.9 miles Glebe Nursery School UB25JT
- 0.9 miles Greenfields Childrens Centre UB25PF (119 pupils)
- 0.9 miles Park Tutorial Centre UB25PE
- 0.9 miles Clifton Primary School UB25QP (391 pupils)
- 0.9 miles Featherstone Primary and Nursery School UB25JT (712 pupils)
Ofsted report transcript
Berkeley Primary School
Cranford Lane, Hounslow, TW5 9HQ
|Inspection dates||17−18 June 2014|
|Overall effectiveness||This inspection:||Outstanding||1|
|Previous inspection:||Requires improvement||3|
|Achievement of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| Overall, pupils make outstanding progress |
Achievement is outstanding in both English
Pupil premium funds are used consistently
Support provided for disabled pupils, those
Teaching is consistently outstanding in
School leaders have implemented highly
Relationships between adults and pupils are
from very low starting points. Children in the
Early Years Foundation Stage make
and mathematics, and often good or better in
well to help eligible pupils achieve as well as,
and often better than, their peers.
with special educational needs and those who
speak English as an additional language is
comprehensive, strong and very effective.
English and mathematics. It is at least good
and improving across a range of subjects.
Teachers plan their lessons meticulously and
have high expectations of their pupils at all
effective literacy and numeracy policies.
Pupils demonstrate well-developed and
rapidly improving skills in writing, reading,
communication and mathematics.
excellent and contribute significantly to the
| Pupils’ behaviour is outstanding. Pupils are full |
Pupils feel safe and are very positive about
Attendance has risen rapidly this year and is
The quality of teaching and learning is checked
Robust and effective systems capture reliable
The newly structured curriculum and day make
The executive headteacher is passionate and
The Chair of Governors leads the governing
of enthusiasm for their learning and enjoy
attending the school.
their school. They are polite and respectful
towards each other and towards adults.
Conduct in lessons and around the school is
now well above the national average.
rigorously and developed very effectively by all
information about the achievement and
progress of pupils. Teachers quickly identify
pupils experiencing difficulties and support
them to make rapid and accelerated progress.
a significant and positive contribution to the
rapid rise in the progress of all pupils.
fully committed to serving the best interests of
the community. He leads the school with great
diligence and determination.
body extremely well. Governors pursue their
aim of achieving an outstanding standard of
education at the school relentlessly.
Information about this inspection
- Inspectors observed learning in 16 lessons, of which five were observed jointly with a member
of the senior leadership team, as well as a number of shorter visits to classes.
- Pupils’ conduct was observed during break, lunch times and between lessons.
- Meetings were held with the headteacher, members of the leadership team, individual teachers
and other middle leaders.
- Members of the inspection team held meetings with three groups of pupils, representing all age
groups in the school. Discussions also took place with pupils informally.
- A meeting was held with the Chair and other members of the governing body.
- The inspection team observed the school’s work and scrutinised documents, including the
school’s own evaluation of how well it is doing, the school improvement plan and statistical
information about pupils’ achievement, attendance and exclusions.
- Inspectors looked at pupils’ work in lessons and analysed a sample of pupils’ work.
- The inspectors took account of the 67 responses to the online questionnaire, Parent View, and
33 responses to the staff questionnaires. Additional comments were received from parents, and
consideration was given to the views expressed by pupils and their families in response to the
school’s own surveys.
|Rob Ridout, Lead inspector||Additional Inspector|
|Kanwaljit Singh||Additional Inspector|
|Joanne Toulson||Additional Inspector|
Information about this school
- Berkeley Primary School is a larger-than-average-sized primary school.
- The proportion of pupils for whom the school receives additional funding, known as pupil
premium, is much higher than average. This is additional funding provided by the government to
support those pupils who are known to be eligible for free school meals or are in the care of the
- The majority of pupils come from minority ethnic groups, mainly Indian, Pakistani and African.
- A large majority of pupils speak English as an additional language.
- One third of pupils are identified as being disabled or having special educational needs. There
are 81 pupils supported at school action, which is above the national average. There are 94
pupils supported at school action plus or with a statement of special educational needs which is
also above average. Many of these pupils have speech, language and communication needs.
- The current executive headteacher is a national leader in education. He is the headteacher of
Cranford Community College, a teaching school judged as an outstanding school by Ofsted.
- The school is part of the Cranford Teaching School Alliance and a centre for a London-based
Science Learning Partnership.
- The school meets the government’s floor targets, which set the minimum expectations for pupils’
attainment and progress.
What does the school need to do to improve further?
- Further improve the quality of teaching, in order to raise standards in the foundation subjects,
so that it consistently matches the best in the school, as exemplified in English and mathematics.
|The achievement of pupils||is outstanding|
- The abilities of children when they start in the Nursery and Reception classes, including their
skills in reading, writing and mathematics, are well below what might be considered typical for
their age. Children achieve extremely well in these areas and in their personal development.
They are typically working at higher levels than expected by the time they enter Year 1.
- Pupils make outstanding progress in Key Stage 1. Since the previous inspection, standards by
the end of Year 2 have risen to well above average in reading, writing and mathematics. The
school’s information and work in books show that pupils currently in Year 2, including the most
able, are already working at higher levels than previously seen.
- By the end of Year 2 all pupils read well. Results in the national phonics (the sounds letters
make) screening checks in Years 1 and 2 have significantly increased, and the school’s pass rate
is now well above the average for all schools.
- In Key Stage 2, progress is speeding up and attainment is rising rapidly. In Year 6, pupils reach
well above average standards. A significantly high proportion of pupils are making expected and
better than expected progress than their peers nationally in reading, writing and mathematics.
The most-able pupils are doing exceptionally well.
- Pupils in all classes now make at least good, and often outstanding, progress in mathematics,
reading and writing. Work in books shows writing becomes more mature and complex over time.
Pupils use wide ranging language, articulate speech and correct grammar to produce interesting,
descriptive pieces of writing. Pupils read regularly and say they enjoy popular authors. In
mathematics, pupils apply their skills particularly well.
- Pupils for whom English is an additional language, disabled pupils and those who have special
educational needs achieve as well as other pupils in the school. They make outstanding progress
from their starting points because of the high quality level of support they receive. They become
confident learners and are clearly pleased with their levels of success. This is because they are
helped to take small steps towards their learning targets and are keen to show off their work to
- The progress of pupils eligible for additional funding is high in both English and mathematics.
Support provided through one-to-one tuition, in class support and the employment of additional
teachers has reduced the attainment gap between these pupils and others across all years.
Consequently, they achieve as well as and sometimes better than their peers.
- Pupils do well in acquiring a range of skills in a range of subjects. Whilst the development of
these skills is good, they are not yet of the same high standards seen in literacy or numeracy.
They use computers for research and to present their work in various ways. In science they
develop scientific language and engage in practical and investigative work. Pupils understand
time and places through local and national studies. They participate in sporting activities offered
both during and after school.
|The quality of teaching||is outstanding|
- Consistently good, and frequently better, teaching across most subjects and topics leads to
outstanding outcomes for most pupils. This is especially true in mathematics, reading and
- Teachers are well qualified and use their strong subject knowledge to make learning enjoyable
and challenging. They have consistently high expectations of pupils and this drives achievement,
especially of the most able. Available information about pupils’ learning needs is used effectively
to plan lessons that are exciting and engaging. As a result, teaching is rarely less than inspiring
and leads to all groups of pupils making good, and often outstanding, progress.
- Teachers are enthusiastic and readily motivate their pupils to learn. They link subjects together
extremely well to make learning interesting and meaningful. Outstanding teaching skilfully linked
learning in history, geography, art, and music in a topic on highwaymen, whilst encouraging
pupils to apply their mathematics, reading and writing skills.
- The regular setting of homework, linked to classwork, is promoting good and better learning. In
one lesson, children were keen to share what they had learnt and were bursting to tell others
about their learning. They could hardly contain themselves because they were so excited.
- Where learning is the most effective, and progress rapid, the teacher’s ambitions for all pupils
are evident. Teachers are very skilled in adapting questions to develop learning for pupils of
- Staff teach reading regularly and systematically develop pupils’ phonic and English grammar
skills. They make excellent links between reading and writing, often using a popular class text as
the starting point for pupils’ own writing. They prompt discussion very effectively to check pupils’
understanding of the context, plot and characters.
- Teachers’ marking and feedback of pupils’ work are very effective. The whole school marking
strategy is used consistently well. Pupils report that teachers provide them with helpful guidance
so that they can improve. Pupils comment on the work of others and welcome the chance to
make corrections and improve their work. They can easily describe the next steps they must
take to improve their work.
- Pupils who are at risk of underachieving, disabled pupils and those with special educational
needs, receive tailored support both in and out of lessons. Teachers plan their learning activities
to meet the needs of different ability groups. They work closely with teaching assistants to
ensure that targeted pupils make at least good progress. Without exception, pupils who spoke to
inspectors, praised their teachers for the support that they gave them.
|The behaviour and safety of pupils||is outstanding|
- The behaviour of pupils is outstanding. This is a warm, friendly and motivated school. Pupils are
ambitious for themselves, have high aspirations and are very proud of their school. They believe
it to be ‘a very caring school which deserves to be given one thousand stars for the outstanding
work that it does’.
- Teachers set very high expectations of good behaviour and use praise and encouragement
consistently well. Pupil conduct in lessons and around the school is impeccable.
- Relationships between pupils and their teachers are excellent. The enthusiasm and passion for
learning exhibited by teachers contribute significantly to the rapid improvements that are
securing outstanding learning in the school. Pupils’ attitudes towards, and love for, learning are
- Pupils show great respect for one another in lessons. This is because staff demonstrate, promote
and reinforce respectful behaviour throughout the school. Pupils feel extremely safe in their
school and classrooms and their social skills are well developed. They work together
collaboratively and give feedback to others, when required, both honestly and with great
- The school’s work to keep pupils safe and secure is outstanding. Pupils receive frequent lessons
and teaching about how to use the internet safely. This is reinforced further by talks given in
- Parents strongly agree with their children that bullying is rare and are confident that staff deal
with any reported incidents firmly and fairly. Pupils are aware of the different forms of bullying,
including homophobia, racist and cyber bullying.
- The school’s zero tolerance of term time leave and willingness to provide an extensive range of
support for pupils who may be experiencing difficulties have seen attendance figures rise.
Attendance levels are now well above average. Incidents of lateness to school or lessons are
|The leadership and management||is outstanding|
- The executive headteacher, ably supported by the heads of school, leads the school
exceptionally well. Through his inspirational leadership he promotes a vision of excellence in
learning for all and places this at the heart of the school’s rapid and sustained improvement.
- The staff are united in this strong desire to provide an outstanding education for all. Their work
to ensure that all pupils achieve exceptionally well in a challenging, but supportive, atmosphere
has led to the outstanding achievements of pupils.
- A real strength of the school is the comprehensive measures it takes to ensure the reliability of
information on pupils’ progress. Regular checks are carried out with other subject teachers
within and outside of the school to ensure this information is robust.
- Central to the school’s success is the setting of ambitious and aspirational targets for pupils.
Leaders have set the bar high and both teachers and pupils strive to achieve these high
- Another key factor in the school’s achievements is the high level of support and training given to
staff to improve their work. Performance is checked very regularly and clear targets are set to
match the needs of the staff and the school. Excellent links with other schools within the
partnership enable the sharing of best practice and expertise.
- Staff, at all levels, undertake regular professional development activities. Outstanding teachers
have been appointed as leaders for particular groups of classes. They use their own expertise to
help and support other teachers to enhance their skills, improve the quality of learning and raise
standards in each key stage. They understand their areas of responsibility very well and
welcome the increased levels of accountability this brings.
- The school manages the performance of teachers very well. School leaders regularly observe
teachers’ work and make accurate judgements about the quality of their teaching and the
progress that their pupils make. Their findings are used to inform teachers’ pay and promotion
within the school.
- The range of subjects taught is broad and balanced. It is well planned. The existing structure
contributes significantly to the rapid rise in standards and supports outstanding learning. The
school is now developing its topic work so pupils will secure the same high standards they
achieve in reading, writing and mathematics in other subjects.
- Excellent leadership in the Early Years Foundation Stage ensures a consistent approach between
Nursery and the Reception classes. Staff frequently check how well the children are doing.
Innovative methods are used to collect evidence of children’s achievements. Arrangements to
extend this practice to all learning areas are underway.
- Leaders make sure that activities engage and interest pupils, and promote their spiritual, moral,
social and cultural development extremely well. Partnerships with others, including the local
community, enhance pupils’ creative and sporting activities. The primary sports funding is used
very effectively to develop staff expertise, employ external coaches to deliver programmes and
widen pupils’ participation in physical activities, leading to better fitness.
- There are good daily links with parents and a range of ways to help them be involved in their
children’s learning. School clubs provide pupils with sociable and interesting activities and offer
valuable facilities to parents including internet access. The summer school has the full support of
parents and has engaged the interests of many pupils who are really looking forward to being
involved this year.
- Leaders have an accurate view of the school’s strengths and weaknesses. External reports,
including those from Her Majesty’s Inspectorate, confirm school leaders’ views of their own
performance. Both staff and parents strongly support the leadership of the school.
- The local authority’s confidence in the school’s leaders has resulted in a light touch approach.
This has been used well by the school to confirm its own views of how well it is doing. Priorities
are realistic and focus strongly on continuing to improve teaching and raise achievement to the
highest levels in all aspects of the school’s work.
- Systems to safeguard pupils meet statutory requirements.
- The governance of the school:
The governing body is very effective in its leadership of the school. It is well led by a Chair
who has a good knowledge of the education sector. He has been instrumental in securing the
necessary improvements in governance that have led to the rapid rise in standards and pupils
making outstanding progress.
The governing body evaluated its effectiveness and implemented an action plan to strengthen
its role in challenging and supporting the school. A small number of experienced professionals
from industry and education now make up the governing body. Governors are knowledgeable,
well informed and highly skilled in their interpretation of information relating to pupils’
achievement. They now provide an excellent level of support and challenge to the school.
Governors know the strengths of the school very well and how its performance compares with
that of other schools nationally, for example through the scrutiny of nationally published
They understand the quality of teaching and have a sound understanding of the strengths and
weaknesses in teaching across the school. They have recently helped to develop the school’s
procedures for how the performance of teachers is managed. Salaries and promotion are now
very clearly linked to the achievement of pupils.
Governors keep sound financial oversight of the school’s budget. They are kept informed of
how additional funds are spent and can describe the outstanding progress different groups of
pupils make as a result of this spending.
Governors have been crucial in the school’s recent success in achieving outstanding outcomes
What inspection judgements mean
|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 employment.
|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.
|Unique reference number||102522|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3−11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||436|
|Appropriate authority||The governing body|
|Date of previous school inspection||15−16 November 2012|
|Telephone number||020 8570 5700|
|Fax number||020 8572 6768|