Green Wrythe Primary School
Green Wrythe Primary School
Green Wrythe Lane
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)
Ofsted report: Newer report is now available from ofsted.gov.uk, latest issued Feb. 27, 2014.
Green Wrythe Primary School
|Unique Reference Number||102968|
|Inspection dates||2–3 July 2009|
|Reporting inspector||Susan Thomas-Pounce|
This inspection of the school was carried out under section 5 of the Education Act 2005.
The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number on roll|
|Appropriate authority||The governing body|
|Chair||Mr Peter Kempster|
|Headteacher||Mrs Isabel M Ramsay|
|Date of previous school inspection||1 May 2008|
Date of previous funded early education|
|Not previously inspected|
|Date of previous childcare inspection||Not previously inspected|
|School address||Green Wrythe Lane|
|Telephone number||020 8648 4989|
|Fax number||020 8646 2454|
|Inspection dates||2–3 July 2009|
Inspection report Green Wrythe Primary School, 2–3 July 2009
© Crown copyright 2009
The inspection was carried out by three Additional Inspectors.
Description of the school
Green Wrythe School is an average-sized primary school. The proportion of pupils entitled to free school meals is above the national average. Over three quarters of pupils are of White British origin, the rest coming from a wide range of minority ethnic groups. Although an increasing number of pupils come from minority ethnic backgrounds, few of them are in the very early stages of learning English as an additional language. The proportion of pupils with learning difficulties and/or disabilities is over twice the national average, as is the proportion of pupils with a statement of special educational need. Many of these pupils have either moderate, or behavioural, emotional and social learning, difficulties and some struggle with speech, language and communication. In addition, there are 24 pupils in the unit attached to the school for those with moderate autistic spectrum disorder. This unit, the Rainbow Opportunities Base, recently opened for pupils who find it difficult to cope with normal classes. The current headteacher joined the school on a full-time basis at the start of the summer term 2009. The school has the Basic Skills Quality Mark and the Activemark (Sportsmark).
When Green Wrythe Primary School was inspected in May 2008, it was judged to require a Notice to Improve, because of inadequacies in achievement and standards and in teaching and learning. Subsequently, a monitoring visit was carried out by HMI in the autumn term 2008. This inspection is the result of the second monitoring visit.
Key for inspection grades
Overall effectiveness of the school
In accordance with section 13 (5) of the Education Act 2005, Her Majesty's Chief Inspector is of the opinion that the school no longer requires significant improvement. Green Wrythe Primary School provides a satisfactory and an improving education for its pupils. It has several good features, including leadership and management, pastoral care, pupils' personal development and well-being and provision in the Early Years Foundation Stage.
Key factors in the school's relatively quick improvement since its previous inspection are the considerable improvements in the quality of leadership. The appointment of the most recent headteacher, and the continuity and strong support of both the substantive deputy headteacher and the governors, have improved leadership, which is now good. The survey of parents' and carers' views indicates high levels of support and confidence in the recent notable improvements. Good leadership has brought about greater consistency, which has led to accelerated progress and raised standards; both are now satisfactory and improving. Actions already taken have had a positive impact, for example, on the progress pupils make in Key Stage 2. Pupils leave the school having attained standards that are generally average. This represents satisfactory achievement, based on their attainment and skills when they enter Key Stage 1. The school acknowledges that there is still more to be done to ensure that all pupils across the school make good progress, and to enable a higher proportion of pupils to reach the above-average standards of which they are capable.
There has been a rigorous focus on improving the quality of teaching and learning. Targeted support from the borough has had a very positive impact on teachers' confidence and expertise. As a result, the quality of teaching and learning has risen. Teachers' increased knowledge of the attainment and progress of each individual pupil enables them to plan their teaching with a much clearer focus on what pupils need to learn. Senior and middle leaders recognise that the key to future improvement lies in securing consistently good or better teaching. The school is now ensuring that this best practice is shared across all classes. Pupil review meetings, where teaching staff jointly discuss the progress pupils are making and plan strategies to address underachievement, have proved successful. There are effective systems for tracking pupils' progress and for identifying and supporting those who need more help or greater challenge in their work.
Attendance has improved and pupils have positive attitudes to learning because everything is done to keep them safe, secure and happy. Academic guidance has improved and pupils know what they have achieved and what they need to do to improve. The pupil tracking system is accurate and is efficiently used by senior staff; responsibility for analysing data is improving, so that it is shared by all staff. These successes have been the result of recently improved and now effective provision in care, guidance and support. The very effective Rainbow Opportunities Base is led and managed well and makes a significant contribution to the life of the school. Plans for developing the curriculum are at an early stage. These include creating more links between subjects and ensuring that the curriculum is based on the skills pupils need to acquire and that the subject matter is relevant.
The outstanding leadership of the headteacher has given a quick and very decisive boost to improvement. All aspects of school life have been rigorously audited and monitored. The headteacher, deputy headteacher, staff and governors have worked effectively to raise standards, both socially and academically. Together, they have harnessed the excellent support of the local authority and many other partnerships, including that provided by City Challenge. High-quality external support provided by the borough and the local Leader in Education throughout the year has resulted in staff receiving appropriate training for initiatives, and their expertise is developing well. Leaders know there is some way to go to achieve their aspirations for the school, but the recent improvements and the clear focus for future development ensures the school has a good capacity for future improvement.
Effectiveness of the Early Years Foundation Stage
Children in the Early Years Foundation Stage make a good start to their education. They enter the Nursery with attainment well below expectations for their age and make good progress. This is because provision in the Nursery is of a high standard and care of the children is very good. One parent said, 'I thank all the teachers because, without the Nursery, I don't know what I would do.' The curriculum is broad and stimulating. Resources are used well to provide experiences that cover all areas of learning, with many interesting and varied activities for the children to choose from. There is a good balance between activities led by teachers and those chosen by the children. For example, one child brought in a picture of a dinosaur and this has developed into an exciting and interesting class theme. The outside space is large and well equipped. Children have good free-flow access between indoor and outdoor activities. They are encouraged to participate in well-planned and structured activities, which support the development of basic literacy and numeracy skills. The tracking system for the Foundation Stage gives an accurate picture of children's good progress. Each child has a 'Learning Story' file, which contains comprehensive evidence of their journey through the Foundation Stage. This year, a particular focus on developing links with parents has seen an increase in parents becoming involved in class activities; for example, one parent recently brought in a sari and showed the children how it is worn. The leader has a clear vision for the development of the Foundation Stage and it is well organised and managed.
What the school should do to improve further
- Embed and share the best practice in teaching and learning across the school to accelerate pupils' progress and raise standards.
- Explore and develop links between subjects so that pupils have more opportunities to apply the skills they are taught.
A small proportion of the schools whose overall effectiveness is judged satisfactory but which have areas of underperformance will receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.
Achievement and standards
Current data show that pupils make satisfactory progress through Key Stage 1 and that standards in reading and mathematics are now typically in line with national averages at the end of Year 2. However, fewer pupils reached the higher than expected Level 3 in writing than did so nationally. Indications are that, in the 2009 national tests at the end of Key Stage 2, standards are close to average for English, mathematics and science. Teachers' rigorous target setting, and pupils' consequent good progress in lessons, have accelerated achievement in upper Key Stage 2 this year. Challenging targets set for Key Stage 2 have been exceeded. Pupils in Year 5 are now working at the expected levels for their age in English, mathematics and science. Some of the most able pupils in Year 6 have made very good progress in the last few months. Because they are well supported, pupils from the Rainbow Opportunities Base make good progress.
Personal development and well-being
The school has worked extremely hard to improve attendance, which is now near the national average. There has been a dramatic improvement in punctuality, due to the headteacher's presence in the playground every morning. Behaviour was seen to be good, both in and outside of lessons. Pupils who are well behaved receive bronze, silver and gold awards that are presented to them in assembly. One child said, 'I like the awards we get when we are good.' One parent said that 'behaviour has significantly improved since the new headteacher has been in place'. Pupils enjoy school, and they feel safe in the school. One child said, 'I feel safe because there are people who can help you.' Pupils value their friendships and get on well together. They say that if any bullying does occur, teachers deal with it effectively. Pupils understand the value of healthy eating and exercise, as reflected in the Activemark award. Pupils' spiritual, moral, social and cultural development is good. Religious leaders come to the school to take assemblies and diversity is celebrated successfully. Progress in the basic skills prepares them satisfactorily for their future economic well-being.
Quality of provision
Teaching and learning
The quality of teaching is improving. It varies from satisfactory to good and, occasionally, is outstanding. This inconsistency explains why the rate of progress pupils make varies as they move through the school. Successful lessons proceed at a brisk pace, work is well matched to pupils' needs, teachers have very high expectations, and pupils are enthusiastic and eager to learn. Where teaching is less successful, expectations are too low and work lacks challenge. Some pupils become restless if they have to sit and listen for too long without the opportunity to participate in activities designed to promote their learning. Evidence shows that most teachers are beginning to use the information gathered about pupils' knowledge and understanding to build successfully upon what they know and can do. However, more able pupils are not consistently challenged and this limits the opportunities for them to make good progress. The small minority of pupils who find aspects of English and mathematics challenging make satisfactory progress, often receiving good support from skilled learning support assistants. Teaching in the Rainbow Opportunities Base is consistently good and pupils respond positively to the intense support they receive and make good progress.
Curriculum and other activities
The school is exploring ways to enhance the curriculum by creating more links between subjects, to provide more opportunities for pupils to apply the skills they learn in different situations and contexts, but this is at an early stage of development. A good start has been made to build successfully on pupils' knowledge and understanding and to develop their skills in science and mathematics systematically. The local authority has offered intensive support and worked closely with staff. As a result, teachers' knowledge and understanding of how best to use guidance on the teaching of mathematics and literacy has improved, especially when planning work for both the medium and the short term. The school has a good range of enrichment activities. These include residential visits, a range of visitors who enrich pupils' understanding of the wider world, and sports clubs, often run by professional coaches. All are popular and well supported and make a major contribution to pupils' personal development and well-being.
Care, guidance and support
The care and support given to pupils help create a climate conducive to learning. All pupils, including those in the Rainbow classes for pupils on the autistic spectrum, respond in a positive manner to this supportive environment. As a result, pupils enjoy school and are beginning to reach the challenging targets set. Strategies to support the small minority who find it difficult to concentrate for long periods are well established and successful. Procedures to monitor and track the progress that individuals and groups make are well established. Until recently, the information gained was not used effectively by all staff to set clear targets for learning. The senior leadership team has recently introduced procedures to ensure that all staff, including teaching assistants, now use this information to plan suitable lessons, to support pupils further and to evaluate progress. As a result, progress is beginning to accelerate for all pupils, including those who find aspects of mathematics and English challenging. Pupils are familiar with their individual learning targets and are regularly encouraged to check their own work and to identify how it might be further improved. Safeguarding procedures are secure.
Leadership and management
Since the previous inspection, standards have risen and the quality of provision has improved. This has been the result of effective leadership, including that of the deputy headteacher and other senior colleagues. The local authority has supported the school very well and helped to draw up plans for improvement. The London Challenge Adviser has ensured that resources have been effectively targeted. The successful partnership with the local Leader in Education and the School Improvement Partner has ensured support has met the needs of the school. Before her appointment in April, the current headteacher was another source of external support as a consultant leader. She knows the school's needs extremely well, and, from the moment of her appointment, her excellent leadership galvanized the school into action and invigorated the whole community. Many parents praised the present leadership, noting the impact on their children. One parent, typical of many, writes, 'Since the appointment of the headteacher, the school has improved greatly in all areas and the children are much happier.' Improved tracking of pupils' progress and the more rigorous monitoring of teaching have been important developments in the work of the leadership team. Community cohesion is good. The school provides many opportunities and activities to broaden pupils' awareness of cultural diversity. Children contribute well to the school community through the school council. Governance is even better than it was at the last inspection. It is now good, being self-critical and reflective. Governors challenge and hold the school to account in equal measure.
|Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: ofsted.gov.uk.|
|Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate.||School Overall|
|How effective,efficient and inclusive is the provision of education,integrated care and any extended services in meeting the needs of learners?||3|
|Effective steps have been taken to promote improvement since the last inspection||Yes|
|How well does the school work in partnership with others to promote learners' well-being?||1|
|The capacity to make any necessary improvements||2|
Effectiveness of the Early Years Foundation Stage
|How effective is the provision in meeting the needs of children in the EYFS?||2|
|How well do children in the EYFS achieve?||2|
|How good is the overall personal development and well-being of the children?||2|
|How effectively are children in the EYFS helped to learn and develop?||2|
|How effectively is the welfare of children in the EYFS promoted?||2|
|How effectively is provision in the EYFS led and managed?||2|
Achievement and standards
|How well do learners achieve?||3|
|The standards¹ reached by learners||3|
|How well learners make progress, taking account of any significant variations between groups of learners||3|
|How well learners with learning difficulties and/or disabilities make progress||3|
Personal development and well-being
|How good are the overall personal development and well-being of the learners?||2|
|The extent of learners' spiritual, moral, social and cultural development||2|
|The extent to which learners adopt healthy lifestyles||2|
|The extent to which learners adopt safe practices||2|
|The extent to which learners enjoy their education||2|
|The attendance of learners||3|
|The behaviour of learners||2|
|The extent to which learners make a positive contribution to the community||2|
|How well learners develop workplace and other skills that will contribute to their future economic well-being||3|
The quality of provision
|How effective are teaching and learning in meeting the full range of learners' needs?||3|
|How well do the curriculum and other activities meet the range of needs and interests of learners?||3|
|How well are learners cared for, guided and supported?||2|
Leadership and management
|How effective are leadership and management in raising achievement and supporting all learners?||2|
|How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education||2|
|How effectively leaders and managers use challenging targets to raise standards||2|
|The effectiveness of the school's self-evaluation||2|
|How well equality of opportunity is promoted and discrimination eliminated||3|
|How well does the school contribute to community cohesion?||2|
|How effectively and efficiently resources, including staff, are deployed to achieve value for money||3|
|The extent to which governors and other supervisory boards discharge their responsibilities||2|
|Do procedures for safeguarding learners meet current government requirements?||Yes|
|Does this school require special measures?||No|
|Does this school require a notice to improve?||No|
1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.
Text from letter to pupils explaining the findings of the inspection
15 July 2009
Inspection of Green Wrythe Primary School,Carshalton,SM5 1JP
A team of inspectors came to your school recently to see how well the school helps you learn. It was a very enjoyable visit because you all made us feel welcome and helped us by telling us what you thought about the school. We found that your school has made lots of progress since the last inspection. The standard of your work and of the teaching you receive have improved. We were impressed by your good behaviour in assemblies and lessons, going around the school and at play-times. Both you and your parents told us that the school has some good features and we agree. These include:
- how well the children in the Nursery and Reception learn and develop
- how the staff take good care of you, both personally and academically
- how you enjoy your learning
- how the headteacher, deputy and governors are doing a good job of helping the school to improve.
Your school is now satisfactory, and we can see that things are rapidly improving. In order to make sure that recent improvements continue, we have suggested two key actions that the school should work on.
- We have asked your teachers to make sure that, no matter which class you are in, your lessons enable you to make good progress and to reach the highest levels you can.
- We have also asked them to link subjects together more, so you can practise important skills in all sorts of different situations.
Of course, you can carry on playing your part by continuing to behave well, attend school every day and enjoy your learning. We would like to send each of you and all the adults our very best wishes for the future.