School etc

Dairy Meadow Primary School

Dairy Meadow Primary School
Swift Road

phone: 020 85717925

headteacher: Mrs Katherine Bailey


school holidays: via Ealing council

489 pupils aged 2—10y mixed gender
420 pupils capacity: 115% full

260 boys 53%

≤ 283y304a104b84c145y276y387y318y379y2510y31

230 girls 47%

≤ 264a94b94c95y336y217y288y239y3510y29

Last updated: July 21, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 513011, Northing: 179361
GPS coordinates
Latitude: 51.502, Longitude: -0.37322
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 19, 2014
Region › Const. › Ward
London › Ealing, Southall › Norwood Green
Urban > 10k - less sparse
Free school meals %

rooms to rent in Southall

Schools nearby

  1. Dairy Meadow First and Nursery School UB24RP
  2. Dairy Meadow Middle School UB24RP
  3. 0.1 miles Havelock Primary School UB24PA (395 pupils)
  4. 0.1 miles Havelock First School UB24PA
  5. 0.1 miles Havelock Middle School UB24PA
  6. 0.2 miles The Sybil Elgar School UB24NY (82 pupils)
  7. 0.3 miles St Anselm's Catholic Primary School UB24BH (255 pupils)
  8. 0.4 miles Wolf Fields Primary School UB24JS (413 pupils)
  9. 0.4 miles Three Bridges Primary School UB24HT (445 pupils)
  10. 0.4 miles George Tomlinson First School UB24HT
  11. 0.4 miles George Tomlinson Middle School UB24HT
  12. 0.4 miles Wolf Fields First School UB24JS
  13. 0.4 miles Wolf Fields Middle School UB24JS
  14. 0.4 miles Islamic Education and Recreational Institute UB11LS
  15. 0.4 miles Ayesha Siddiqa Girls School UB11LS (83 pupils)
  16. 0.5 miles Hambrough Primary School UB11SF (519 pupils)
  17. 0.5 miles Clifton Primary School UB25QP (391 pupils)
  18. 0.5 miles Villiers High School UB13BT (1126 pupils)
  19. 0.5 miles Clifton First School UB25QP
  20. 0.5 miles Clifton Middle School UB25QH
  21. 0.5 miles Khalsa VA Primary School UB24LA (350 pupils)
  22. 0.5 miles St Marys Church of England Primary Norwood Green UB24LE
  23. 0.6 miles Park Tutorial Centre UB25PE
  24. 0.6 miles Beaconsfield Primary and Nursery School UB11DR (272 pupils)

List of schools in Southall

School report

Dairy Meadow Primary


Swift Road, Southall, Middlesex, UB2 4RP

Inspection dates 19–20 June 2014
Overall effectiveness This inspection: Good 2
Previous inspection: Good 2
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

Achievement has improved and standards are
The good progress in the Nursery and
The school has worked quickly to improve
The headteacher has been very successful in
The recently created leadership team are
Disabled pupils and those who have special
now rising to above the national average by
the time pupils leave the school. From
starting points which are below those
expected for their age, pupils make good
Reception classes ensures children are well
prepared for more formal work in Year 1.
attainment in reading and writing.
improving the quality of teaching since the
previous inspection.
passionate to drive forward pupils’
achievement and enjoyment of school.
educational needs receive good support so
that they can achieve well.
Teachers manage their classes well and they
Teaching is good. Teachers use the
The school’s very caring atmosphere promotes
Behaviour is good, and this is greatly valued by
The members of the governing body work
make very good use of additional adults to
help all pupils do their best work.
information they have about the pupils to plan
work which challenges them well.
pupils’ spiritual, moral, social and cultural
development. The school is a happy and calm
the pupils and their parents. Pupils say that
they feel safe in school.
extremely hard and know a lot about the
school because they regularly visit and talk to
teachers, parents and pupils. They check the
school’s information and ask challenging
Leaders who are new in post have not yet
had sufficient time to develop a thorough
understanding of the quality of teaching and
so do not yet take sufficient responsibility for
the achievements of pupils.

Information about this inspection

  • Inspectors visited 31 lessons or parts of lessons. Two of these were jointly observed with the
  • Inspectors heard pupils read and looked at samples of pupils’ work.
  • Inspectors examined the 14 responses to the online Parent View survey, two of which were sent
    to Ofsted via e-mail. They also took into account the outcomes of 18 staff responses from a staff
  • A discussion was held with a member of the local authority’s advisory staff.
  • Two formal discussions were held with groups of pupils.
  • Inspectors examined records of pupils’ progress and other school documentation, including
    safeguarding information.
  • The lead inspector held a discussion with three members of the governing body.
  • Inspectors held discussions with parents and carers of pupils at the school and with members of
    the school staff.

Inspection team

Tim McLoughlin, Lead inspector Additional inspector
Sibanu Raychaudhuri Additional inspector
Gill Walley Additional inspector
James Waite Seconded inspector

Full report

Information about this school

  • The school is larger than the average-sized primary school, with two forms of entry in all year
  • The school has undergone a number of changes of teaching staff since it was last inspected,
    including the headteacher, who has now been at the school two years.
  • Most pupils come from Indian and Pakastani backgrounds, although a number of different ethnic
    groups are also represented.
  • A large number of pupils speak English as an additional language, with a significant number in
    the younger classes at the early stages of learning English.
  • The proportion of disabled pupils and those with special educational needs supported through
    school action is below average. The proportion of pupils supported at school action plus or with
    a statement of special educational needs is also below average.
  • Many of the pupils are supported by the pupil premium, additional funding for pupils known to
    be eligible for free school meals and looked-after children.
  • The proportion of pupils joining or leaving the school at times other than the usual start of the
    year is greater than average.
  • The school meets the government’s floor standards, which set the minimum expectations for
    attainment and progress in English and mathematics

What does the school need to do to improve further?

  • Develop the role of the phase leaders so that they:
    hold a secure and detailed view of teachers’ performance which is related closely to pupils’
    share best practice so that teaching improves.

Inspection judgements

The achievement of pupils is good
  • Across the school, pupils typically make good progress, so that by the end of Year 6 standards in
    English and mathematics are better than the average and improving rapidly. An above-average
    proportion of pupils now reach the higher levels in English and mathematics. Attainment at the
    school is rising in all subjects.
  • When children join the school in the Nursery class their skills and knowledge levels vary, but
    overall they are below those expected for their age. The activities provided and support from the
    adults around them mean they make a good start to their learning, and they enter Year 1 able
    to read and write and with a grasp of number so they are able to access the more formal work
    in Key Stage 1.
  • Children make a good start with their reading skills because of the good teaching of phonics (the
    sounds that letters make) in the Early Years Foundation Stage. This creates a solid foundation
    for further learning. Pupils enjoy reading and read widely and often.
  • Pupils in Key Stage 2 have worked hard to improve their writing skills over the past two years
    and are now more able to write confidently and clearly in a variety of ways. For instance, in Year
    4 pupils had written a letter to the Minister of State for Education setting out their arguments
    against increasing the length of the school day. These letters showed wit and candour.
  • Disabled pupils and those who have special educational needs make good progress as a result of
    the targeted support they receive. Those who need the most help make excellent progress.
  • Pupils who join the school speaking English as an additional language make very rapid progress
    because of good teaching of key skills.
  • Additional funding is spent on small-group work and individual tuition for eligible pupils. It is also
    used to fund access to clubs and residential activities. Last year this group made the same
    amount of progress as the rest of the school, with no discernable gap. This year these pupils are
    doing even better so that, for example, in reading they are now making double the amount of
    progress in two terms than other pupils.
The quality of teaching is good
  • Teaching has improved since the previous inspection and is now more consistently good, with
    some emerging examples of outstanding practice. This is because the headteacher has focused
    relentlessly on this area of school life.
  • Teachers plan activities to be stimulating and work is set at the right level. The most able pupils
    are given work which challenges them and supports their good progress. Teachers are careful to
    check on pupils’ understanding during lessons and to adapt their planning when necessary.
  • Reading is well taught throughout the school and this is being helped by an online resource used
    in the older years as well as recently purchased additional reading books.
  • Teaching in mathematics and English is very strong because teachers make the lessons
    challenging and interesting for pupils. For example, in a mathematics lesson in Year 6, pupils
    were engrossed in a demanding piece of work involving multi-step problem solving called ‘A Day
    out in Tokyo’. The teacher had a very secure grasp of the subject knowledge needed to guide
    the pupils through their work so they achieved well.
  • Pupils find marking helpful as it gives them immediate feedback about their work and what they
    need to do to make it even better. This consistent approach makes it easy for pupils to
    understand, particularly in English.
  • In the Early Years Foundation Stage, children get off to a good start in learning phonics. They
    enjoy learning to read, and also write with great confidence. For example, they are able to write
    independently using full stops and capital letters to punctuate sentences. Teachers and teaching
    assistant create a harmonious atmosphere in which children can nurture their interests in a safe
    and secure setting. This is an improvement since the previous inspection.
  • Parents speak very positively about the teachers and hold them in high esteem. A small number
    expressed concern about the frequent changes of staff that the school has experienced over the
    past few years, although they were unanimous that the changes were for the better.
  • Teachers manage their classes very well and no time is wasted. Teachers use various
    approaches to show pupils how to do their best work, such as telling them what they will look
    for when the work is marked.
  • Pupils who need extra help are taught well through an effective mix of individual and class
    support. Adults who work closely with these pupils make an important contribution to their good
The behaviour and safety of pupils are good
  • The behaviour of pupils is good. Pupils care for and are very respectful of one another. This is a
    very obvious feature of the school and stems from all staff. It helps to provide the pupils with a
    model of very good behaviour. As a result, they are friendly, move about the school quietly and
    are extremely polite. In turn, this has a positive impact on their learning and is helping them to
    achieve better in lessons.
  • Attitudes to school are very positive, shown by pupils’ good behaviour in lessons, where they are
    quick to settle. They are also evident in their contribution to assemblies and in the sensible way
    the pupils conduct themselves around the school. Pupils say that behaviour is typically like this
    and set high standards for one another. Pupils are proud of their school and say that the
    teachers are kind and help them. In fact, one pupil told inspectors that in his opinion Dairy
    Meadow is ‘the best school in the world!’
  • The school’s work to keep pupils safe and secure is good. Staff promote positive relationships
    with an understanding of tolerance and appreciation of individuality. Adults frequently show the
    pupils the best way to resolve differences of opinion in calm ways. There is no evidence of any
  • Pupils feel safe in the school, and say that there is very little bullying. Pupils are aware of
    different types of bullying, including bullying that takes place over the internet. The school keeps
    careful records of the very few cases of bullying and suitable steps are taken to deal with these
    problems. A small number of parents expressed some concern over the behaviour of a very
    small number of pupils, although records indicated that the school is acting proficiently in
    managing this situation.
  • Children in the Early Years Foundation Stage play and work well, and are given lots of
    opportunities to learn what good behaviour looks like and how to play with one another nicely.
  • Pupils at the school undertake a range of helpful jobs such as prefects. Older pupils help engage
    the younger ones in meaningful play activities. Playground behaviour has improved significantly
    following the school’s investment in new equipment and zoned areas.
  • Attendance is now slightly above average and the school has good systems in place to maintain
    this. Pupils enjoy coming to school.
The leadership and management are good
  • All staff and governors are strongly committed to the headteacher’s vision for making the school
    the best one around. This vision is clearly articulated in the school’s motto, ‘Enjoy! Educate!
    Embrace! Empower!’ The headteacher has undertaken bold but necessary steps to restructure
    the school’s staffing team so that the correct people are now in the correct jobs. As a result of
    this, the school has successfully overcome a dip seen in progress last year in reading.
  • The headteacher has high expectations of all staff. He manages teachers’ performance well and
    is able to ensure a clear match between the quality of teaching and pay. Teachers have
    challenging targets linked to the national Teachers’ Standards. Senior leaders check their
    progress towards them thoroughly. They do not shy away from making difficult decisions
    regarding staffing deployment.
  • Many of the phase leaders are new in post and are not yet linking the quality of teaching with
    the data on pupils’ achievement. They are capable of sharing best practice with other members
    of staff.
  • The school offers a wide variety of subjects, which pupils really enjoy. Throughout the school
    there are examples of high-quality work, for example in religious education, some superb singing
    and music making and in the expressive arts. At the time of the inspection the songs from the


could be heard echoing down the corridors.

  • The school is making good use of additional funds to promote physical education and sport
    through the deployment of specialist coaches. This helps the school to perform well in regional
    competitions such as in football. This supports the development of pupils’ health and well-being.
    It also develops the confidence of both staff and pupils as the school’s performance and love of
    sport improve.
  • The good progress evident for all pupils, whatever their needs, shows that the school is very
    effective in promoting equality of opportunity.
  • The school promotes pupils’ understanding of the world through a broad range of experiences
    and has links with a school in Dorset. These contribute particularly well to pupils’ social, moral,
    cultural and spiritual development.
  • All statutory procedures for the safeguarding of children and the vetting of staff are fully in place
    and reviewed regularly.
  • The local authority provides a very good level of support for this school. This has included
    regular visits, meeting frequently with the headteacher and Chair of Governors and advising the
    school’s governors of the headteacher’s performance management. The local authority knows
    the school’s context very well.
  • The governance of the school:
    – The governing body fulfils all its statutory duties effectively. The budget is well managed
    and while resources are limited, they are used well. Governors pay frequent visits to the
    school to check at first hand the actions the school is taking to improve provision. They
    have a good knowledge of strengths and areas for development. They know through their
    understanding of data how well the school is performing in relation to others nationally.
    Because of this, they offer a good level of support and challenge to the headteacher. They
    have worked very effectively to manage teachers’ performance robustly. They have a very
    good understanding of what the school is doing to reward good teaching and address any
    underperformance. They have high aspirations for the future of the school and are now in a
    strong position to ensure the school continues to improve.

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 101894
Local authority Ealing
Inspection number 439495

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

Type of school Primary
School category Maintained
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 475
Appropriate authority The governing body
Chair Jane Sagoo
Headteacher Arjinder Sunner
Date of previous school inspection 26 March 2009
Telephone number 020 8571 7925
Fax number 020 8571 6138
Email address reveal email: off…


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