School etc

Berkeley Primary School

Berkeley Primary School
Cranford Lane

phone: 020 85705700

executive headteacher: Mr Kevin Prunty

school holidays: via Hounslow council

455 pupils aged 3—10y mixed gender
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 %

rooms to rent in Hounslow

Schools nearby

  1. Berkeley Junior School TW59HQ
  2. Berkeley Infant and Nursery School TW59HQ
  3. 0.3 miles Springwell Infant and Nursery School TW59EF (458 pupils)
  4. 0.4 miles Springwell Junior School TW50AG (375 pupils)
  5. 0.7 miles Norwood Green Junior School UB25RN
  6. 0.7 miles Norwood Green Infant and Nursery School UB25RN (393 pupils)
  7. 0.7 miles Westbrook Primary School TW50NB
  8. 0.7 miles The Rosary Catholic Junior School TW50RL
  9. 0.7 miles The Rosary Infant and Nursery School TW50RL
  10. 0.7 miles Cranford Community College TW59PD
  11. 0.7 miles Hounslow PRU (Asylum and Refugees) TW59PD
  12. 0.7 miles Cranford Community College TW59PD (1453 pupils)
  13. 0.7 miles Norwood Green Junior School UB25RN (348 pupils)
  14. 0.7 miles Westbrook Primary School TW50NB (548 pupils)
  15. 0.8 miles Heston Junior School TW50QR
  16. 0.8 miles Heston Infant and Nursery School TW50QR
  17. 0.8 miles Hans School of Excellence TW59UP
  18. 0.8 miles The Rosary Catholic Primary School TW50RL (477 pupils)
  19. 0.8 miles Heston Primary School TW50QR (465 pupils)
  20. 0.9 miles Glebe Nursery School UB25JT
  21. 0.9 miles Greenfields Childrens Centre UB25PF (119 pupils)
  22. 0.9 miles Park Tutorial Centre UB25PE
  23. 0.9 miles Clifton Primary School UB25QP (391 pupils)
  24. 0.9 miles Featherstone Primary and Nursery School UB25JT (712 pupils)

List of schools in Hounslow

School report

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
exceptional progress.
and mathematics, and often good or better in
other subjects.
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’ success.
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.

Inspection team

Rob Ridout, Lead inspector Additional Inspector
Kanwaljit Singh Additional Inspector
Joanne Toulson Additional Inspector

Full report

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
    local authority.
  • 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.

Inspection judgements

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
    different abilities.
  • 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
    extremely rare.
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
    achievement information.
    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
    for pupils.

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 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.

School details

Unique reference number 102522
Local authority Hounslow
Inspection number 442142

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 436
Appropriate authority The governing body
Chair Philip Dobison
Headteacher Kevin Prunty
Date of previous school inspection 15−16 November 2012
Telephone number 020 8570 5700
Fax number 020 8572 6768
Email address reveal email: k…


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