Green Wrythe Primary School
phone: 020 86484989
headteacher: Mrs Anne Claxton
281 pupils capacity: 101% full
160 boys 56%
125 girls 44%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 526946, Northing: 167074
- GPS coordinates
- Latitude: 51.389, Longitude: -0.17696
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 27, 2014
- Region › Const. › Ward
- London › Carshalton and Wallington › Wandle Valley
- Urban > 10k - less sparse
- SEN priorities
- ASD - Autistic Spectrum Disorder
- Special classes
- Has Special Classes
- Free school meals %
- 0.2 miles St Teresa's Catholic Primary School SM46RL (480 pupils)
- 0.2 miles Harris Academy Morden SM46DU (580 pupils)
- 0.3 miles Moreton Green First School SM46DX
- 0.3 miles Watermeads High School SM46DU
- 0.3 miles Tweeddale Junior School SM51SW
- 0.3 miles Bishopsford Arts College SM46DU
- 0.3 miles Tweeddale Primary School SM51SW (456 pupils)
- 0.4 miles Malmesbury First School SM46HG
- 0.4 miles Malmesbury Middle School SM46HG
- 0.4 miles Tweeddale Infants' School SM51SR
- 0.4 miles Wandle Valley School SM51LW
- 0.4 miles Malmesbury County Middle School SM46HG
- 0.4 miles Malmesbury Primary School SM46HG (486 pupils)
- 0.4 miles Wandle Valley School SM51LW (67 pupils)
- 0.6 miles The Smart Centre SM46PT (26 pupils)
- 0.7 miles Spencer Nursery School CR44JP (41 pupils)
- 0.8 miles Cranmer Primary School CR44XU (628 pupils)
- 0.8 miles Muschamp Junior School SM52SE
- 0.8 miles Muschamp Infants' School SM52SE
- 0.8 miles Carshalton Boys Sports College SM51RW
- 0.8 miles Cranmer County Middle School CR44XU
- 0.8 miles Willows County High School SM45SE
- 0.8 miles Phoenix College SM45SE
- 0.8 miles Muschamp Primary School and Language Opportunity Base SM52SE (523 pupils)
26 June 2014
Green Wrythe Primary School
Green Wrythe Lane
Dear Mrs Claxton
Requires improvement: monitoring inspection visit to Green Wrythe
Following my visit to your school on 26
June 2014, I write on behalf of Her
Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the
findings. Thank you for the help you gave me and for the time you made available to
discuss the actions you are taking to improve the school since the most recent
section 5 inspection.
The visit was the first monitoring inspection since the school was judged to require
improvement following the section 5 inspection in February 2014. It was carried out
under section 8 of the Education Act 2005.
Senior leaders and governors are taking effective action to tackle the areas requiring
improvement identified at the recent section 5 inspection.
During the visit, meetings were held with you, other senior and middle leaders,
teaching assistants, members of the governing body and a representative of the
local authority. We discussed the actions taken since the last inspection.
The school’s action plan was evaluated along with other documents. These included
pupil progress data, the outcomes of school monitoring activities, minutes of the
governing body meetings and school policies. We also considered the outcomes of
the progress meetings held with the local authority.
I spoke with pupils about their work and looked at a sample of books. I also made a
tour of the school with you, visiting classrooms in the main school and in the
specialist provision for autism.
1-4 Portland Square
|T 0300 123 1231 |
Text Phone: 0161 6188524
|Direct T 0117 311 5359 |
Direct F 0117 315 0430
Since the inspection, one teacher has left the school. A further two staff will leave at
the end of the summer term. Three newly qualified teachers and a Teach First
trainee will take up post in September. The school’s business manager is leaving the
school at the end of the school year. Her post has been filled by an existing member
of the office staff.
You have put in place changes in the leadership structure for September. A
seconded leader for learning, from Avenue School, a teaching school, will take up
post as a member of the senior leadership team
You have acted quickly to address the areas for improvement identified in the
section 5 inspection report.
For instance, there has been rapid improvement in the
quality of pupils’ writing since the previous inspection. They told us how much they
enjoy the new approaches to writing, which the school has introduced. These are
being applied consistently throughout the main school.
Teachers and classroom
support staff are successful in helping them to check their own work.
The sharper focus at all levels in the school on pupils’ progress is increasing the
challenge in learning. In Years 2 and 6, pupils have already demonstrated
improvement in progress and attainment
Writing is improving faster than
mathematics and reading.
Pupils eligible for support through the pupil premium are
making faster progress now, as result of better lesson planning and teaching.
The school action plan addresses directly the areas for improvement identified in the
section 5 inspection report. It provides a clear set of steps for improvement. These
are monitored carefully by school leaders and the governors on the post-Ofsted
monitoring group, and are scrutinised by the local authority.
You and other leaders have strengthened the way you check on pupils’ progress. For
example, the pupil progress meetings
have increased the accountability of teachers
and of teaching assistants. Better use of assessment information is improving how
well teachers plan. These meetings have sharpened the school’s provision for pupils
who are not achieving as well as they should. These pupils are making faster
progress now, because they receive well focussed intervention and support. These
meetings are used also to target individual training for teachers with greater
precision. As a result, this is improving the teaching that pupils receive.
Senior and middle leaders have undertaken training to develop their leadership skills.
As a result training provided by an external consultant, you have raised expectations
of all staff and tightened procedures to keep a keen eye on how well pupils learn.
Training has helped you identify more effective approaches to the leadership of
teaching and learning. For instance, middle leaders are more involved in monitoring
and evaluating the impact that teaching has on pupils’ learning.
The training has empowered senior and middle leaders to make teachers responsible
for how well pupils learn.
Governors meet regularly with senior leaders to check how well the school is
addressing the areas for improvement. They receive a wide range of information
about pupils’ learning. They ask searching questions to hold you to account for the
progress pupil make.
Governors have commissioned an external review of use of pupil premium funding.
This is being conducted in two stages. The first stage has examined how funding is
being spent. In the second stage, the focus is on the impact this funding has on
pupils’ rates of progress and attainment. This is due for completion before the end of
this academic year.
Governors are supportive of the improvements that you and your staff are making.
They fully support the links you have made with an external consultant, a National
Leader in education and a local teaching school. It is clear that these links are
improving the effectiveness of teaching and learning that pupils receive.
While evidence of good improvements is apparent, you recognise that there is more
to do, so that all pupils make the same progress in all subjects.
Ofsted may carry out further visits and, where necessary, provide further support
and challenge to the school until its next section 5 inspection.
The local authority has provided an increased range of support, such as developing
middle leadership skills. For example, new approaches to writing have been
introduced with confidence. These are leading to greater enjoyment in learning and
improving the quality of pupils’ work. The local authority has undertaken to maintain
this increased level of support in the next school year, to support the development
of new staff.
The local authority has pledged to to challenge to the school through regular
monitoring meetings with the head teacher and the Chair of the Governing Body.
The link you have made with a local National Leader in Education is providing
guidance on how to increase the progress of pupils eligible for additional funding
Collaboration with the local teaching school, Avenue School, is providing additional
strength in leadership. You have made use of external consultancy to improve the
quality of learning pupils receive. Co-teaching is improving the skills of teachers and
leaders are becoming confident in monitoring teaching effectively. This is increasing
the progress your pupils make. Senior and middle leaders in the school were clear
that this training is increasing levels of accountability and improving teaching.
I am copying this letter to the Chair of the Governing Body and the Director of
Children’s Services for Sutton.
Her Majesty’s Inspector