Bourne Primary School
phone: 020 88452606
headteacher: Mrs Geraldine Mappley
210 pupils capacity: 122% full
130 boys 51%
130 girls 51%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 511334, Northing: 184924
- GPS coordinates
- Latitude: 51.552, Longitude: -0.39562
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 23, 2012
- Region › Const. › Ward
- London › Uxbridge and South Ruislip › South Ruislip
- Urban > 10k - less sparse
- Free school meals %
- 0.5 miles Queensmead School HA40LS
- 0.5 miles Queensmead School HA40LS (1410 pupils)
- 0.6 miles Deanesfield Primary School HA40LR (605 pupils)
- 0.7 miles Northolt Primary School UB55LE
- 0.7 miles Willow Tree Primary School UB55FE (747 pupils)
- 0.7 miles John Chilton School UB55LD (86 pupils)
- 0.7 miles Barantyne Middle School UB55EF
- 0.8 miles The Compton High School and Sports College UB55LQ
- 0.8 miles Northolt High School UB54HP (967 pupils)
- 0.8 miles St Swithun Wells Catholic Primary School HA49HS (239 pupils)
- 0.8 miles Islip Manor Middle School UB55DY
- 0.8 miles Islip Manor First School UB55DY
- 0.8 miles Alec Reed Academy UB55LQ (1471 pupils)
- 1 mile Earlsmead Primary School HA28PW (403 pupils)
- 1 mile Eilmar Montessori School and Nursery HA40BY
- 1 mile Ruislip High School HA40BY (953 pupils)
- 1 mile Ruislip High School HA40BY
- 1.1 mile Field End Junior School HA49PQ (352 pupils)
- 1.1 mile Field End Infant School HA49PQ (419 pupils)
- 1.2 mile St Raphael's Catholic Primary School UB56NL (554 pupils)
- 1.2 mile Rooks Heath High School HA29AH
- 1.2 mile Ruislip Gardens Primary School HA46PD (412 pupils)
- 1.2 mile Ruislip Gardens Junior School HA46PD
- 1.2 mile Ruislip Gardens Infant School HA46PD
|Inspection date(s)||23–24 February 2012|
Bourne Primary School
|Unique reference number||102368|
|Inspection dates||23–24 February 2012|
|Lead inspector||John Carnaghan|
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|
|Nu mber of pupils on the school roll||242|
|Appropriate authority||The governing body|
|Date of previous school inspection||8–9 September 2008|
|School address||Cedar Avenue|
|Telephone number||01895 671978|
|Fax number||020 8845 2606|
You can use Parent View to give Ofsted your opinion on your child’s school.
Ofsted will use the information parents and carers provide when deciding
which schools to inspect and when.
You can also use Parent View to find out what other parents and carers think
about schools in England. You can visit www.parentview.ofsted.gov.uk, or
look for the link on the main Ofsted website: www.ofsted.gov.uk
|John Carnaghan||Additional inspector|
|Anna Majcher||Additional inspector|
This inspection was carried out with two days’ notice. The inspectors observed 16
lessons taught by 10 teachers. They held meetings with groups of pupils, parents
and carers, staff, and members of the governing body. Inspectors took account of
the responses to the on-line questionnaire (Parent View) in planning the inspection,
observed the school’s work, and looked at the school’s plans, policies, assessments
and records, as well as questionnaires from pupils and 117 parents and carers.
Information about the school
Bourne Primary is an average-sized primary school. Approximately two fifths of its
pupils are from minority ethnic groups; this is above average. Pupils of Indian and
Other White and other ethnic backgrounds make up the largest groups. The
proportion of pupils who speak English as an additional language is above average.
The percentage of disabled pupils and those who have special educational needs is
below average. The proportion of those known to be eligible for free school meals is
below average. The school meets the government’s current floor standards, which set
the minimum expectations for pupils’ attainment and progress.
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||2|
|Leadership and management||2|
- This is a good school. It has improved since the previous inspection; all the
areas previously judged as satisfactory are now good. It is not yet an
outstanding school because teaching is good rather than outstanding and the
governing body’s ability to challenge the school’s performance is limited by the
lack of opportunities for it to be involved in monitoring.
- Children make good progress in the Early Years Foundation Stage in developing
skills, independence and learning habits. Attainment at the end of Year 6 is
above average; pupils are taught well and make good progress. The curriculum
provides good opportunities to develop pupils’ skills. Numerous opportunities for
reading ensure above-average attainment in reading. Well-targeted support
ensures no pupils fall behind. Given their starting points, the achievement of all
groups of pupils is good.
- Lessons are generally lively and engaging. Pupils enjoy learning, concentrate
hard and work well together. Teachers have high expectations and work is
adapted well to meet all pupils’ needs. Work is marked thoroughly, providing
clear indications to pupils of how best to meet their goals. Occasionally, the
pace of lessons slackens, work is less interesting and so learning slows.
- Pupils have a balanced view of safety and are aware of hazards. Behaviour is
good. Pupils are very positive about learning and relationships are warmly
constructive. They report bullying is extremely rare and discrimination by race,
gender, or any other category is unknown. They confirm the school deals well
with any rare transgressions.
- Leadership and management of the school are distributed amongst all staff,
who share the school’s ambition and contribute effectively to improvements.
Leadership of teaching is based on careful management of staff performance
and regular monitoring. However, senior staff do not always follow up quickly
enough on the few occasions when teaching requires improvement. The
governing body is supportive, but checks on the daily life of the school are
irregular. The Early Years Foundation Stage is led and managed well, but its
outdoor areas do not provide a stimulating environment for learning.
What does the school need to do to improve further?
- Increase the proportion of good and better lessons by building on good practice
in monitoring to follow up areas of relative weakness rapidly, particularly the
pace of learning.
- Develop the capacity of the governing body to challenge the school by
improving its independent monitoring.
- Provide a more stimulating outdoor environment in the Early Years Foundation
Achievement of pupils
Pupils make good progress because lessons are usually brisk and purposeful and
they show a strong commitment to learning. Confident, dynamic teaching engages
pupils’ enthusiasm for learning. For example, Year 6 pupils enjoyed acting out
characters based on a story they were reading, staying in role when their peers
asked them questions about their motivation and emotions. The teacher set very
high expectations and pupils were keen to please, demonstrating an excellent
attitude to learning. Children enjoy a good start to their education in the Early Years
Foundation Stage, where they adopt valuable learning routines quickly, such as
independence and a willingness to share and collaborate with their peers. Very
thorough and consistent marking and the use of clear targets enable pupils to
comprehend fully what they should do to improve their work.
The school uses its copious assessment information to identify any pupils who may
be in danger of falling behind; additional support is then mobilised so that all groups,
including disabled pupils and those who have special educational needs, make
similarly good progress to their peers. A number of parents and carers from Poland
spoke warmly about the strong support their children had been given to develop
their understanding of spoken and written English. Almost all parents and carers
report that they are pleased with the progress their children make.
Lessons place a great emphasis on developing pupils’ skills in reading, writing,
communication and mathematics so that all groups receive effective preparation for
the next stage in education There are numerous opportunities for reading across the
subjects of the curriculum. In consequence, standards in reading are above average
at the end of both Key Stages 1 and 2. These positive factors promote above-
average levels of attainment by the end of Year 6; given their starting points, this
represents good achievement for all groups of pupils.
Quality of teaching
Parents, carers, and pupils agree that teaching is good and many comment that the
use of homework is a great aid to learning. Typically, teaching is good and pupils
enjoy learning very much. Positive behaviour management promotes pupils’ moral
and social development well. The pupils develop a strong sense of right and wrong
and work happily together, showing a genuine concern for one another.
Inspection evidence shows there are numerous examples of outstanding lessons that
fully engage and motivate pupils. In these lessons, teachers show excellent subject
understanding, taking every opportunity to develop reading, writing, and
mathematics skills. Careful lesson planning deploys stimulating resources effectively
and recognises variations in pupils’ aptitudes through providing work that is precisely
targeted, so all groups are suitably challenged. Positive behaviour promotes a
trusting ethos in classrooms and pupils relish the numerous opportunities they are
given to work independently. This starts in the Early Years Foundation Stage, where
staff encourage all children to select their own activities and get down to them with
the minimum of assistance. The development of a curriculum that is adapted well to
meet pupils’ needs and tastes contributes strongly to good learning.
Pupils enjoy assessing their own work and that of their peers; this deepens an
understanding of their learning. Informal feedback from teachers in lessons helps
maximise learning opportunities. For example, as Year 4 pupils tackled the
challenging notion of mathematical symmetry, the teacher asked them regularly to
hold up fans – red, orange or green – to indicate how they were managing. Those
pupils indicating red or orange received personal advice rapidly from the teacher,
quickly removing any barriers to their progress. Marking is frequently excellent and,
in conjunction with clearly set-out targets, provides pupils with a very clear view of
what they should do to improve the standard of their work.
Most lessons are purposeful and run at a good pace. For example, a Year 2 group
learning how to develop a more descriptive vocabulary worked at a great speed
because the teacher expected them to finish each task very rapidly, often setting
two-minute or even shorter deadlines. This developed the pupils’ skills and
understanding step by step. Occasionally, lessons set tasks that have no time
deadline; under these circumstances, pupils’ concentration wanes as the lesson
continues, they do not give of their best and progress slows.
Behaviour and safety of pupils
Parents, carers and pupils have very few concerns about behaviour and safety and
agree that the school deals with any issues very effectively. Almost all report good
behaviour is the norm and that there are very few instances of bullying, whether it is
by gender, ethnicity, or through the internet. Racist behaviour and other forms of
discrimination are virtually unknown. Teachers are show initiative in nipping any
potentially disruptive behaviour in the bud. They have high expectations of pupils’
common sense and courtesy, expectations that almost all pupils strive to meet.
Occasionally, when teaching is not engaging, some off-task conversation can
interrupt learning, but this is unusual.
All pupils enjoy equal opportunities to learn because adults at the school support
them so well. Pupils appreciate the numerous chances they are given to work
independently. They take on numerous responsibilities, for example their role as
breaktime monitors helps to ensure calm behaviour around the building at busy
times, such as after morning break. They enjoy school life and would recommend
Bourne to others; their attendance is above average.
Pupils feel safe at school and clearly understand what constitutes unsafe situations,
because the school keeps them well informed. They recognise potential risks on the
internet and on the busy local roads and are aware of the best strategies to minimise
Leadership and management
School leaders and managers work as a close team to monitor the school and
promote good practice. Staff share the headteacher’s ambition and high expectations
for the school, as well as her commitment to promoting equality for all and tackling
discrimination. More confident and effective leadership has led to the school
improving in many aspects since the previous inspection; most notably, pupils’
achievement has risen. This is one of the key factors in the school’s good capacity for
sustained improvement. Leaders monitor teaching and learning carefully. Lesson
observations and analysis of teachers’ plans and marking have ‘raised the bar’,
promoting an improved picture so that many lessons are now good or better.
However, some areas for development are not always followed up rigorously, so
some inconsistencies in teaching remain. The leadership and management of the
Early Years Foundation Stage are good and, as a result, children achieve well.
However, the well-used outside areas do not provide a particularly interesting
environment for children to explore, learn and play.
The governing body provides effective support. It analyses data well, but does not
monitor some activities independently and so is over-reliant on school leaders for
information about day-to-day life at Bourne. This hampers its ability to challenge the
school fully. The governing body and school leaders ensure that procedures to
ensure pupils’ safety are robust and all requirements are met.
The school has taken pupils’ views and needs into account when developing its
curriculum. For example, the predominance of boys in Year 3 and concerns over their
progress in writing led to the adoption of a popular theme of exploration. This
promoted improved writing, especially amongst boys, through providing stimulating
practical activities that offer interesting experiences for pupils to write about.
Pupils’ spiritual, moral, social, and cultural development is promoted well. For
example, regular educational visits to places, such as Hampton Court Palace, develop
pupils’ understanding of current areas of study. A number of varied and popular
after-school clubs enrich pupils’ experiences. Music plays a significant role in the
school and the orchestra and choir are well attended; the former also includes
parents and carers. These groups perform regularly locally and have been successful
in national competitions. As well as experiencing these cultural elements, teaching
ensures that pupils enjoy opportunities to be creative, to use their imagination and to
reflect about themselves and the wider world.
Parents’ and carers’ views of the school are very favourable. Almost all who
responded to the inspection questionnaire would recommend the school. Parents and
carers appreciate the ease of access to staff. For example, there is a set time every
week when they are welcome to see class teachers who make themselves available
to discuss any issue that may be of concern.
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
school provides exceptionally well for all its pupils’ needs.
|Grade 2||Good||These are very positive features of a school. A school |
that is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory |
school is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see www.ofsted.gov.uk).
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning and development taking account of their
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Attendance the regular attendance of pupils at school and in
lessons, taking into account the school’s efforts to
encourage good attendance.
Behaviour how well pupils behave in lessons, with emphasis
on their attitude to learning. Pupils’ punctuality to
lessons and their conduct around the school.
Capacity to improve: the proven ability of the school to continue
improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school’s overall
effectiveness based on the findings from their
inspection of the school.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured
by comparing the pupils’ attainment at the end of a
key stage with their attainment when they started.
Safety how safe pupils are in school, including in lessons;
and their understanding of risks. Pupils’ freedom
from bullying and harassment. How well the school
promotes safety, for example e-learning.
27 February 2012
Inspection of Bourne Primary School, South Ruislip HA4 6UJ
Many thanks for the warm welcome you gave to the inspectors when we visited your
school recently. We enjoyed talking to you very much and would like to congratulate
you on your good behaviour. We were pleased to find out how much you enjoy
Bourne is a good school. You are taught well and work very hard; this is why you
make good progress in your time there. The attainment of pupils at the end of Year
6 is above average. Staff work very well together to make sure you are safe and well
cared for. They have improved the school a lot in the last few years. To keep
improving, we are asking the school to do three things.
- Follow up on teaching when lessons are sometimes slow and uninteresting to
ensure every lesson is good or better.
- Ensure the governing body runs more of its own checks on the school to
improve its ability to challenge the school.
- Improve the outside areas in the Early Years Foundation Stage so that they are
All of you can help by maintaining good behaviour in all of your lessons. Once again,
many thanks for all your help.
Lead inspector (on behalf of the inspection team)