School etc

Harrington Hill Primary School

Harrington Hill Primary School
Harrington Hill
Mount Pleasant Lane
Upper Clapton

phone: 020 88067275

headteacher: Miss Nicola Massey

reveal email: KMcs…

school holidays: via Hackney council

308 pupils aged 2—10y mixed gender
630 pupils capacity: 49% full

170 boys 55%


135 girls 44%


Last updated: Sept. 1, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 534968, Northing: 187170
GPS coordinates
Latitude: 51.567, Longitude: -0.054073
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Oct. 2, 2013
Region › Const. › Ward
London › Hackney North and Stoke Newington › Springfield
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Free school meals %

rooms to rent in Hackney

Schools nearby

  1. 0.1 miles Side by Side Kids School E59HH (67 pupils)
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  3. 0.3 miles Southwold Primary School E59NL (426 pupils)
  4. 0.3 miles Tayyibah Girls' School N166JJ (222 pupils)
  5. 0.3 miles Beis Trana Girls' School E59DH (242 pupils)
  6. 0.3 miles Leaways School E59NA (33 pupils)
  7. 0.5 miles Northwold Primary School E58RN (454 pupils)
  8. 0.5 miles Tyssen Community Primary School N166QA (454 pupils)
  9. 0.5 miles Jubilee Primary School N166NR (490 pupils)
  10. 0.5 miles Talmud Torah Yetev Lev N166AX (730 pupils)
  11. 0.5 miles Ickburgh School E58AD (58 pupils)
  12. 0.5 miles Northwold Junior School E58RN
  13. 0.5 miles Northwold Infants' School E58RN
  14. 0.6 miles Simon Marks Jewish Primary School N166PD (204 pupils)
  15. 0.6 miles St Thomas's Church of England Primary School N166XJ
  16. 0.6 miles Talmud Torah Machzikei Hadass School E59AL (444 pupils)
  17. 0.6 miles Mesifta Talmudical College N166AB
  18. 0.6 miles The Brooke House Sixth Form College E58BP
  19. 0.6 miles The Olive School Hackney N166AA (180 pupils)
  20. 0.7 miles Craven Park School N166DH
  21. 0.7 miles Baden-Powell School E58DN (247 pupils)
  22. 0.7 miles St Scholastica's Catholic Primary School E58BS (244 pupils)
  23. 0.7 miles Beis Malka Girls' School N166XD (471 pupils)
  24. 0.7 miles Talmud Torah Chaim Meirim Wiznitz School N166XB (220 pupils)

List of schools in Hackney

School report

Harrington Hill Primary


Harrington Hill, Mount Pleasant Lane, London, E5 9EY

Inspection dates 2–3 October 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
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

Children begin school with levels of skill and
Children in the Early Years Foundation Stage
As a result of good teaching, pupils make
Leaders have made sure that consistently
Key areas of the school’s work have improved
knowledge that are well below those
expected of other children the same age.
enjoy an exciting and stimulating range of
activities that enable them to achieve well.
good progress in English and mathematics by
the time they leave the school.
good teaching, with some that is outstanding,
results in good progress across the school
and attainment is rising.
significantly over the last three years,
including the quality of teaching.
The headteacher, deputy headteacher and
Rigorous systems to check the quality of
Pupils’ behaviour and attitudes to learning are
governing body are ambitious for the school.
They know the school’s strengths and areas for
development very well.
teaching by senior leaders mean that all
teachers know what to do and how to improve.
good. Pupils are caring, polite and courteous
and show great respect for all members of the
school community. Pupils say they feel very
safe in the school and are well cared for.
There is insufficient outstanding teaching.
There is sometimes insufficient challenge,
especially for the more-able pupils.
New subject leaders have not had time to
prove themselves in their roles.
Inspection report: Harrington Hill Primary School, 2–3 October 2013 2 of 9

Information about this inspection

  • Inspectors observed parts of 18 lessons, of which nine were seen jointly with the headteacher
    and the deputy headteacher.
  • Inspectors evaluated pupils’ work and talked to pupils about their learning.
  • Inspectors held discussions with parents and carers, staff, members of the senior leadership
    team and other leaders, the Chair of the Governing Body and a representative of the local
  • Inspectors analysed a range of documents, including the school’s self-evaluation, development
    plan, notes from local authority representative visits, documents relating to safeguarding,
    policies, information about pupils’ progress, minutes of meetings held by the governing body and
    records of behaviour and incidents. They also looked at the school’s website and data dashboard
    and records of the monitoring and evaluation of the quality of teaching and learning.
  • Inspectors examined anonymised documents about the management of staff performance.
  • Inspectors took account of 12 responses to the online Parent View survey, the views expressed
    by parents and carers to the inspection team and the school’s records of parents’ and carers’
    views. They reviewed the responses to staff questionnaires.

Inspection team

Kewal Goel, Lead inspector Additional Inspector
Victoria Turner Additional Inspector
Nina Dohel Additional Inspector
Inspection report: Harrington Hill Primary School, 2–3 October 2013 3 of 9

Full report

Information about this school

  • The school is larger than the average-sized primary school. There are two classes in each of
    Years 1 and 2, and one class in each year group from Years 3 to 6.
  • The Early Years Foundation Stage has one Nursery class and two full-time Reception classes.
  • It is a growing school. In 2011, the school took on a ‘bulge’ class of six additional children in the
    Reception class. In 2012, it became a two-form entry school and admitted another 30 children in
    the Reception class and an additional 24 children in Year 1. This group is now working its way
    through the school.
  • The overwhelming majority of pupils are from a wide range of ethnic backgrounds. Pupils from
    African and Turkish heritages make up the largest groups in the school.
  • The proportion of pupils who speak English as an additional language is much higher than
    average. Most have little knowledge of English when they join the school, often from overseas.
  • The proportion of pupils known to be eligible for the pupil premium (funding for pupils known to
    be eligible for free school meals and looked after children) is significantly above average.
  • The proportion of disabled pupils and those with special educational needs supported through
    school action is above average. The proportion supported at school action plus or with a
    statement of special educational needs is significantly above average.
  • The school meets the government’s current floor standards, which set the minimum expectations
    for pupils’ attainment and progress.

What does the school need to do to improve further?

  • Increase the amount of outstanding teaching by:
    making sure that teachers provide more challenging tasks for all more-able pupils.
  • Help new subject leaders to develop quickly in their roles.
Inspection report: Harrington Hill Primary School, 2–3 October 2013 4 of 9

Inspection judgements

The achievement of pupils is good
  • Children join the school with skills and knowledge that are well below those expected for their
    age. By the end of Key Stage 1, pupils’ attainment is average. Pupils make good progress
    through the school. At the end of Year 6, pupils’ attainment is above average in both English and
    mathematics. Thus, by the time pupils leave, they are well prepared for their time in secondary
  • Children make good progress in the Nursery especially in their personal development,
    communication and language. They continue to make good progress in Reception classes in
    developing their early reading.
  • In 2012, attainment in reading at the higher levels was significantly below average because of a
    large number of pupils joining Key Stage 1 speaking little or no English. In 2013, attainment in
    reading is average.
  • The school’s internal assessments show that, in 2012, pupils made good or outstanding progress
    in English and mathematics in Key Stage 1 and in Years 5 and 6. Pupils’ progress in Years 3 and
    4 was not so strong because of variations in the quality of teaching. The senior leadership team
    has taken effective action to address this situation. Evidence from pupils’ work indicates that
    pupils achieve well.
  • Disabled pupils and those who have special educational needs make good progress as a result of
    accurate identification of their needs and specialised support by staff.
  • Most groups of pupils, including those from ethnic minorities and those who speak English as an
    additional language, make the same good progress.
  • The achievement of more-able pupils requires improvement because sometimes they are not
    appropriately challenged to reach the higher levels of attainment.
  • Assessment records for 2012 show that pupils known to be eligible for the pupil premium made
    good progress and attained as well as their peers in the school, both in English and
    mathematics. The school uses the designated funds well to support these pupils, including small-
    group support, special teaching programmes in English and mathematics and specialist support
    to develop social skills.
  • Pupils read widely and often. As a result of good and targeted teaching in the Early Years
    Foundation Stage and Key Stage 1, pupils have a secure understanding of phonics (letters and
    the sounds they make). In 2012, Year 1 pupils performed above the national average in the
    phonic screening check and 2013 data show that the proportion achieving the expected standard
    is much higher than last year.
  • The school makes sure that every pupil gets an equal chance to succeed, while valuing
    differences in their backgrounds and beliefs.
The quality of teaching is good
  • The quality of the teaching is good across the school, with some outstanding teaching. Teachers
    communicate clear learning objectives and how pupils can achieve success at the start of every
    lesson, and work is planned well so that most pupils are provided with motivating tasks
    appropriate to their ability.
  • Positive relationships and a vibrant environment across the school contribute to a very
    stimulating atmosphere for learning. Teachers tell pupils clearly how well they are doing in their
    learning through praise and guidance to improve.
  • Teachers assess pupils’ work regularly and give constructive written feedback linked to what
    they are learning. They consistently give pupils time to check their own work and consider their
    comments and respond appropriately.
  • Teachers have very good subject knowledge. Teachers make sure there are strong links with
    pupils’ prior learning and make good use of resources and the classroom displays.
Inspection report: Harrington Hill Primary School, 2–3 October 2013 5 of 9
  • However, there are occasions in some classes when there is too little challenge in the work
    provided for some more-able pupils.
  • Teachers carefully observe and skilfully question pupils during lessons to deepen pupils’
    knowledge and understanding, adjusting tasks and explanations to improve learning. They use a
    variety of exciting and creative approaches to make the learning interesting and stimulating. For
    example, in a history lesson in Year 5, pupils were asked to use a range of sources to find out
    about the past. Each group used electronic devices to research one of King Henry VIII’s six
    wives and thought up questions about their chosen wife.
  • Teaching of pupils who speak English as an additional language is good. Teachers use teaching
    assistants well to support both this and other groups of pupils. In all classes, teaching assistants
    are closely involved in questioning pupils and encouraging them to achieve well.
  • In the Early Years Foundation Stage, the quality of teaching and learning is at least good. Staff
    strike the right balance of child-initiated and adult-led activities. Teachers provide excellent
    opportunities for talk. The outdoor area provides a rich and stimulating environment, with
    excellent opportunities for play, exploration and investigation. For example, children enjoy
    digging and hunting for mini-beasts in the learning garden.
The behaviour and safety of pupils are good
  • Pupils’ behaviour around the school and in lessons is very positive. The vast majority of pupils
    are focused in the lessons, which enables them to proceed well with their learning.
  • Pupils are respectful, polite and courteous. Relationships among pupils and between pupils and
    adults are very good.
  • Pupils told the inspectors about the jobs they do in their school, such as mentors for the
    assembly, organising electronic devices and supporting younger pupils and raising funds for
    Enterprise Week and charities.
  • All pupils know their targets, what they are learning and how well they are doing. They work
    well and support each other’s learning through talk partners and marking each other’s books.
  • Pupils say that bullying and racism are rare and they trust staff to follow up if they have any
    concerns. Pupils have a good understanding of different forms of bullying and how to keep safe
    from bullying, including e-safety.
  • Pupils have a high regard for the behaviour policy. Staff manage behaviour consistently well.
    The school-based records on behaviour and support indicate that there have been marked
    improvements in behaviour over time for individual pupils with particular behaviour needs.
    However, a few pupils and parents told the inspection team that occasionally pupils disturb
    lessons, this is dealt with quickly and effectively.
  • Pupils’ attendance and punctuality have improved as a result of the actions taken by the senior
    leadership team. Pupils attend regularly and are punctual. Attendance is above average for all
    groups of pupils.
  • Parents and carers are overwhelmingly positive about the behaviour and safety of pupils. Pupils
    say they are safe at school. They know how to keep themselves safe from everyday hazards.
The leadership and management are good
  • The headteacher, deputy headteacher and Chair of the Governing Body pursue excellence and
    have high expectations and ambition. They systematically challenge all teachers. As a result, the
    overall quality of teaching and pupils’ achievement has improved.
  • Self-evaluation is robust and accurate. It is based on clear evidence and the school’s actions are
    carefully planned, collaborative and effective.
  • Well-thought-out policies and procedures are applied consistently across the school. The
    checking of the school’s work is closely linked to improving teaching and raising standards.
Inspection report: Harrington Hill Primary School, 2–3 October 2013 6 of 9
  • Senior leaders regularly see how good teaching is in lessons and provide support for teachers to
    develop their practice to make sure pupils’ progress is good or outstanding. Teachers are set
    targets related to the progress of pupils and the school’s commitment to equality of opportunity.
    There is a clear focus on groups and planned support for those at risk of falling behind.
  • Other leaders carry out checks on teaching and have a strong drive for improvement, but the
    team is new and is not self-directing yet.
  • The newly-designed curriculum is based on the views of pupils and staff. It makes sure that the
    needs of most pupils are fully met. It provides pupils with opportunities to develop their
    independence and become responsible learners. Wide-ranging enrichment activities, including
    visits to museums, visitors to school, the eco-garden and access to specialist sports teaching,
    broaden pupils’ experiences.
  • The curriculum promotes both pupils’ academic achievement and spiritual, moral, social and
    cultural development well.
  • Prior to September 2012, the local authority was giving a higher-than-average level of support to
    the school. This successfully helped to raise pupils’ attainment levels and the school now has
    monitoring visits in line with other schools in the borough.
  • The school has only recently received the new primary sports funding but it has plans to use the
    funding to sustain sporting habits by introducing different out-of-school taster sporting activities
    such as yoga, links with a canoe centre and involving parents and children by offering them six-
    week free courses in a variety of sporting activities.
  • Pupil premium funding is allocated effectively to focus on the literacy and numeracy needs of
    eligible pupils, through a variety of provision. As a result, the progress made by these pupils is
  • The school works well with parents and carers, as evidenced by the high attendance at parent
    workshops, open afternoons and parents’ evenings.
  • Requirements for safeguarding are fully met. The school is secure and the safety of all pupils is a
    priority at all times.
  • The governance of the school:
    The Chair of the Governing Body shares the vision of the senior leadership team and has a
    very clear understanding of the school’s effectiveness, including the quality of teaching and
    the data relating to pupils’ performance. The governing body has a link governor system to
    provide support and systematic challenge to the senior leadership team. Governors monitor
    effectively allocated budgets in each area. Robust procedures, which meet financial
    regulations, are in place to monitor spending.
    The governing body is fully aware of the school’s strengths and areas for development. It
    checks closely how the pupil premium funding is used in the school and its impact on pupils’

The governing body takes the management of teachers’ performance seriously and regularly

checks the performance of staff, and its link to salary and progression. The governors know

what the school is doing to tackle any underperformance. The governing body makes sure

that all statutory duties are met and governors attend training regularly.

Inspection report: Harrington Hill Primary School, 2–3 October 2013 7 of 9

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.

Inspection report: Harrington Hill Primary School, 2–3 October 2013 8 of 9

School details

Unique reference number 100256
Local authority Hackney
Inspection number 425500

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 330
Appropriate authority The governing body
Chair Elaine Hendry
Headteacher Nicola Massey
Date of previous school inspection 19–20 September 2011
Telephone number 020 8806 7275
Fax number 020 8806 3364
Email address reveal email: nmas…


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