School etc

Kelmscott School

Kelmscott School
Markhouse Road

phone: 020 85212115

headteacher: Mrs Lynnette Parvez

reveal email: kelm…

school holidays: via Waltham Forest council

906 pupils aged 11—16y mixed gender
900 pupils capacity: 101% full

530 boys 57%


375 girls 41%


Last updated: June 18, 2014

Secondary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 536724, Northing: 188142
GPS coordinates
Latitude: 51.576, Longitude: -0.028375
Accepting pupils
11—18 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Dec. 4, 2013
Region › Const. › Ward
London › Walthamstow › Markhouse
Urban > 10k - less sparse
Admissions policy
Main specialism
Humanities (Operational)
and Business and Enterprise (Operational)
Investor in People
Committed IiP Status
Sixth form
Has a sixth form
Free school meals %
Learning provider ref #

rooms to rent in Waltham Forest

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  3. 0.2 miles Edinburgh Primary School E178QR (569 pupils)
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  6. 0.3 miles Barn Croft Primary School E178SB (243 pupils)
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  15. 0.6 miles Advantage Davis E105DX
  16. 0.6 miles Academy De London E179QD
  17. 0.7 miles St Joseph's Catholic Junior School E105DX (240 pupils)
  18. 0.7 miles St Patrick's Catholic Primary School E177DP (448 pupils)
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  21. 0.7 miles Willow Brook Primary School Academy E107BH (620 pupils)
  22. 0.7 miles Lit College E107JQ
  23. 0.8 miles Church Mead Junior School E107BH
  24. 0.8 miles Riverley Primary School E107BZ

List of schools in Waltham Forest

8 May 2014
Mrs Lynette Parvez
Kelmscott School
245 Markhouse Road
E17 8DN
Dear Mrs Parvez

Requires improvement: monitoring inspection visit to Kelmscott School

Following my visit to your school o May 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

The visit was the first monitoring inspection since the school was judged to require

improvement following the section 5 inspection in December 2013. 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. The school should take
further action to:

 ensure the planned actions to develop literacy and numeracy in all subjects

are implemented and sustained to accelerate progress.

 develop the recommendations outlined in the review on governors, once it is

finalised and published.


During the visit, meetings were held with and other senior leaders, the Vice-Chair of
the Governing Body and another governor, a group middle leaders, the executive
school council and a representative from the local authority. You took me on a tour
of several subject areas, to scrutinise learning, and the organisation of students into
groups, particularly in English and mathematics. I also considered the recent
minutes of the full governing body, and scrutinised various documents on developing
literacy and numeracy skills, and monitoring, including tracking and the impact of
performance management.

1–4 Portland Square
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T 0117 311 5323
Direct email: reveal email: suzy…


Since the recent section 5 inspection, two teachers from the science and drama
departments have left the school. Two specialist teachers were appointed to take
over the teaching of these subjects.

Main findings

My discussions with every group – staff, students, governors and the representative
from the local authority – indicated that morale is high. All adults spoken to were
clear that you and other senior leaders have been very open about the reasons for
the decline in 2013 results in English. Your openness has contributed to a methodical
review of English and mathematics before planning the next steps to accelerate
improvement in these subjects. First, you have re-organised groups of students so
that they can receive targeted support. Second, you have taken into consideration
the use of resources, in particular, people and their deployment. For instance, you
indicated that the additional government funding is used creatively to provide extra
support for students. Third, my scrutiny of performance management information
shows that you have developed it further to drive teaching and hold staff to account

for students’ achievement. Our brief visits to a few lessons indicated that there is a

sharper focus on developing literacy and numeracy skills. Consequently, you report
that the tracking information shows that students are making better progress.
You have not hesitated in appointing key staff to lead the development of literacy
and numeracy projects across the school. They are involving both staff and students
in generating exciting ideas. Discussions indicate that literacy work is far more
advanced than in mathematics. While it is too early to report on the planned
projects, early indication suggests that students are increasingly avid readers. Your
emphasis on monitoring teaching is giving all staff more direct and hard hitting
messages when making a judgement. Your approach is signalling that nothing short
of good is acceptable. As a result, leaders at all levels mentioned that the line
management system is more rigorous with good support systems in place to develop
teaching. We discussed and agreed that while the observation cycle is pertinent, the
feedback provided could be sharper – the proforma used is prescriptive and does not
focus well on the impact of teaching on students’ achievement. My scrutiny of the
tracking information suggests that you have some good systems in place which are
aligned to performance management. You all said that the quality of marking is
much better, and students support this view. Nevertheless, you recognise that the
new approach is developing.

The school’s action plan is appropriate. It includes clear lines of responsibility,

measurable targets and monitoring and evaluation but milestones are not identified.
to gauge progress made over time.
The governing body, like the local authority, believe in and supports the work you
and your staff are doing to accelerate improvement. They are clear about
expectations and have used their professional expertise to change their approach to
working. Minutes show that specialist governors now lead on specific areas of work.
Governors indicated that they are now more forensic when analysing performance.
Minutes suggests that they are questioning and triangulating evidence, particularly
as they are not prepared to accept low or mediocre results. Their action plan and the
emerging recommendations from the recent review, yet to be published, will need to

be implemented in line with the school’s action plan.

Ofsted may carry out further visits and, where necessary, provide further support
and challenge to the school until its next section 5 inspection.

External support

As indicated above, the local authority feels that you are taking the school in the
right direction. Monthly accountability meetings have therefore been replaced with
the link adviser now reporting to the Director of Children’s Service on the school’s
progress. Support is therefore focused on providing advice; developing middle
leaders, including the literacy and numeracy coordinators; observing teaching and
making short visits to lessons; and developing the skills of governors to challenge
you and other leaders on outcomes. Senior and middle leaders and the governors
say that the quality of support is very helpful.

I am copying this letter to the Chair of the Governing Body and the Director of

Children’s Services for Waltham Forest.

Yours sincerely
Carmen Rodney

Her Majesty’s Inspector

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