Kenmore Park Junior School
phone: 020 82046294
headteacher: Mr Michael Baumring Bed Hons
360 pupils capacity: 109% full
200 boys 51%
190 girls 48%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 518049, Northing: 189732
- GPS coordinates
- Latitude: 51.594, Longitude: -0.2972
- Accepting pupils
- 7—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 30, 2013
- Region › Const. › Ward
- London › Harrow East › Kenton East
- Urban > 10k - less sparse
- Free school meals %
- Kenmore Park Infant and Nursery School HA39JA (359 pupils)
- 0.2 miles Glebe Primary School HA39LF (575 pupils)
- 0.5 miles St Bernadette's Catholic Primary School HA39NS (425 pupils)
- 0.5 miles Park High School HA71PL
- 0.5 miles Park High School HA71PL (1606 pupils)
- 0.6 miles Canons High School HA86AN
- 0.6 miles Canons High School HA86AN (1032 pupils)
- 0.7 miles Uxendon Manor Primary School HA30UX (477 pupils)
- 0.7 miles Claremont High School HA30UH
- 0.7 miles Camrose Primary With Nursery HA86JH (341 pupils)
- 0.7 miles Claremont High School HA30UH (1594 pupils)
- 0.8 miles St Gregory RC High School HA30NB (1116 pupils)
- 0.8 miles Priestmead Primary School and Nursery HA38SZ (690 pupils)
- 0.8 miles Stag Lane Junior School HA85RU (367 pupils)
- 0.8 miles Priestmead First School and Nursery HA38SZ
- 0.8 miles Stag Lane Infant and Nursery School HA85RU (354 pupils)
- 0.8 miles Woodlands School HA86JP (94 pupils)
- 1 mile Kingsbury High School NW99JR
- 1 mile Stanburn Junior School HA72PJ
- 1 mile Stanburn Primary School HA72PJ (733 pupils)
- 1 mile Whitchurch First School and Nursery HA72EQ (324 pupils)
- 1 mile Whitchurch Junior School HA72EQ (369 pupils)
- 1 mile Krishna-Avanti Primary School HA86ES
- 1 mile Kingsbury High School NW99JR (1967 pupils)
Kenmore Park Junior School
Moorhouse Road, Kenton, Harrow, Middlesex, HA3 9JA
|Inspection dates||30−31 January 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|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:
| The headteacher and all staff work hard to |
Teaching is good. Lessons are planned and
Behaviour is outstanding. Pupils are always
provide a caring, happy environment to
support pupils’ learning. School leaders have
effective systems for tracking pupils’ progress
and this helps to ensure that all pupils
achieve well from their individual starting
delivered with care to make sure the needs of
pupils are met well. Resources are designed
to help pupils engage in and enjoy their
ready to learn and behave exceptionally well.
Relationships are excellent and pupils help
each other to learn. They feel very safe in the
school and believe they are very well looked
| The very high numbers of pupils for whom |
The promotion of social, moral, spiritual and
Disabled pupils and those with special
Governors keep a close eye on how well pupils
English is an additional language and those
who come to school at different points in their
education, including many from abroad, are
well supported and make good progress.
cultural development is a strength of the
school. Pupils have the opportunity to
understand each other’s backgrounds and
cultures. They develop effective social skills
and provide strong support for each other.
educational needs make good progress
through well-designed support.
| The proportion of outstanding teaching is not |
high enough to ensure that all pupils make
rapid progress. Teachers do not always give
high-quality written feedback to pupils. On a
few occasions, pupils are not clear about
what they are expected to learn in lessons.
| Although there is some good practice in |
assessing pupils’ progress and helping them to
improve their work, this is not widespread
across the school. Some guidance is not
precise enough to help pupils move on to the
next level in their work.
Information about this inspection
- Inspectors observed 22 lessons, of which nine were joint observations with the headteacher, two
assemblies, registration, the breakfast club, break and lunchtimes.
- Meetings took place with staff, pupils, the Chair of the Governing Body, parents and carers and a
representative from the local authority.
- Inspectors listened to pupils read.
- Inspectors looked at the school’s work and documentation including information about pupils’
achievement, safeguarding, attendance, self-evaluation, development planning and a scrutiny of
- Inspectors took into account the 11 responses to the online Ofsted questionnaire (Parent View)
and those from the school’s own parental surveys, as well as 22 questionnaires completed by
|Michael Merva, Lead inspector||Additional Inspector|
|Fatiha Maitland||Additional Inspector|
|Kanwaljit Singh||Additional Inspector|
|Elizabeth Cole||Additional Inspector|
Information about this school
- This is a larger than average-sized junior school.
- The proportion of pupils who come from a range of minority ethnic backgrounds is well above
- A well above average number of pupils speak English as an additional language.
- The proportion of pupils known to be eligible for additional support through funding provided by
the pupil premium is above average.
- The number of disabled pupils and those with special educational needs supported at school
action, school action plus, or with a statement of special education needs is above average.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ progress and attainment.
- The school provides a breakfast club every weekday. . The local authority manage the after
school clubs.. All other clubs such as the football and breakfast clubs are managed by the
school.There is no alternative provision attached to the school.
What does the school need to do to improve further?
- Increase the proportion of outstanding teaching by ensuring:
– that all teachers give consistently high-quality written feedback to pupils
– that pupils are always clear about what they are expected to learn in lessons
– the further development of the high-quality assessment practices found in the school to
ensure that all pupils know precisely how to improve and move on to the next level in their
|The achievement of pupils||is good|
- By the end of Year 6, pupils, including those with English as an additional language and those
from minority ethnic backgrounds, make good progress and achieve well. From below average
starting points, they make good progress in English and mathematics. Pupils’ achievement is
carefully monitored and has improved since the previous inspection. Attainment is broadly
- Pupils make good progress in reading from their starting points. Attainment in reading is
broadly average and improving. Due to effective strategies, pupils are confident and accurate
readers. They choose appropriate books from an interesting range and take great enjoyment
- Disabled pupils and those with special educational needs make good progress. Their needs are
well identified and their progress tracked at regular intervals. Effective support is put into place
to help meet their needs. In a Year 6 mathematics lesson, a member of support staff used
careful explanations and visual resources to help targeted pupils understand the concept of
telling the time. This helped them to make good progress.
- The needs of pupils arriving during the school year are very carefully assessed. Many come
from abroad with little English. The school puts into place a wide range of supportive measures
to help them settle in and access learning. As a result, they make good progress.
- Pupils eligible for support through the pupil premium make good progress. The average points
score of these pupils is below those of other pupils in the school and similar to their peers
nationally. Strategies, including additional help in lessons and further learning opportunities,
are helping to narrow the gap in achievement between these pupils and other pupils in the
|The quality of teaching||is good|
- The quality of teaching over time is at least good, with a proportion that is outstanding. This
contributes to the good achievement of the pupils.
- Lessons are very well planned and imaginatively delivered. Activities are well timed so that
pupils are fully engaged and are able to check and review their learning before moving on.
- Teaching is well designed to support the development of literacy skills. For example, in a Year
4 English lesson pupils were able to take part in a wide range of activities including
presentation and group reading skills. As a result, all pupils were able to successfully access the
learning and make good progress.
- Teachers have high expectations and carefully plan work to meet the full range of pupils’
needs. Tasks designed to stretch higher ability pupils are a feature of all lessons. In a Year 6
mathematics lesson, pupils were given the opportunity to explore the concept of probability at
a high level in a range of engaging and imaginative activities relevant to their experiences.
Outstanding progress was made by all pupils.
- Additional adults are well used to support learning. They work carefully with a range of pupils
to help them learn. In a Year 4 literacy lesson, well-prepared resources and support enabled
pupils with special educational needs to participate fully. This helped them to be included in the
learning and make good progress.
- Reading is taught well across different subjects. Pupils read confidently and accurately during
the many opportunities in lessons. Books are well chosen to meet the interests of all pupils.
- Pupils’ progress is carefully checked in lessons. However, just occasionally, pupils are not clear
about precisely what they are expected to learn. Much of the guidance given to pupils on how
to improve is of high quality, but there is inconsistency across the school and not all pupils
receive guidance that helps them to understand how to move on to the next level in their work.
- Some marking in books is of a very high standard, but this quality of written feedback is not
consistent across the school.
|The behaviour and safety of pupils||are outstanding|
- Pupils display excellent attitudes to learning at all times. They enjoy their lessons and always
engage in their work. They work extremely well together and support each other effectively.
Newly arrived pupils are welcomed by others who are keen to help them with their learning.
- Pupils are very clear that bullying is not a concern. They are well aware of what bullying is and
of its different forms. For example, they understand the threats posed by cyber bullying. This is
well supported by activities such as anti-bullying week. Pupils say that racist incidents are non-
existent and relationships across ethnic groups are excellent.
- Pupils feel safe and happy at school. They know where to go if they have problems and are
confident they will receive strong support.
- Adults manage behaviour very well. The behaviour code of practice is prominently displayed
throughout the school and the behaviour policy is positively written to reflect a caring and
supportive community. There have been no exclusions over the previous two years. During
lunch and break times pupils readily take responsibility for their own behaviour.
- Attendance is average, but the school is having success implementing strategies to improve the
attendance of some ‘hard to reach’ groups. Strategies to reduce the number of holidays taken
in term-time have improved attendance over time.
- The recently introduced breakfast club provides pupils with a good beginning to the school day.
It is well organised, carefully supervised and fully supported.
|The leadership and management||are good|
- The headteacher and all staff work closely together to promote a happy and caring
environment. They all view the school as welcoming and supportive.
- The school has an accurate view of its strengths and weaknesses. Documents clearly describe
areas for development and include details of how the school will address them.
- The local authority provides light touch support to this good school. It is also providing on
going support for writing which was an area for improvement in the previous inspection. This
support, together with careful curriculum development, has resulted in improvement in this
- Lesson planning has been refined to include clearly defined tasks for the more able pupils.
Since the last inspection, the school has improved writing and the quality of planning. As a
result, outcomes have improved and the school is demonstrating its capacity to improve
- The school’s systems for checking the quality of teaching are accurate and verify that teaching
over time is good. There are clear links between these systems and the procedures for
managing teachers’ performance. The governing body is fully involved in the performance
management process and reviews staff targets, which are linked to the school’s priorities.
Performance management is effectively implemented and fully linked to teachers’ pay
- The school works effectively to engage and support parents and carers. It provides family
literacy and numeracy classes, a basic English course for parents and carers and a weekly
newsletter. Consultation evenings include an initial induction element and parents and carers
readily engage with the school’s ‘open door’ approach. Responses from Parent View and
discussions with parents and carers indicate that they are pleased with all aspects of the
- The range of subjects and activities provided is carefully planned and imaginatively delivered
with very strong links between the different subjects. There is a wide range of additional
learning opportunities, such as engagement in music, including opera, a range of sports and a
residential week. The school also arranges themed events, for example, a science workshop at
Imperial University and Roman and Viking days. Trips include those to the Royal Air Force
Museum and the National Gallery.
- Social, moral, spiritual and cultural development is a powerful element of the school. Social
development is very evident and based on a consistently high standard of behaviour and
mutual support. In one assembly pupils were able to consider what it might be like for new
arrivals in Britain and how to support them. They were able to reflect on this theme, reinforced
by singing a hymn entitled, ‘I want to be your refuge.’ The school provides a wide range of
cultural opportunities and pupils express very friendly and welcoming attitudes at all times.
- Safeguarding meets statutory requirements.
- The school tackles discrimination well. The curriculum and lessons are carefully structured to
make sure that all pupils have equal opportunity to progress. There are effective systems to
ensure that pupils form a wide range of backgrounds get on very well together and form very
- The governance of the school:
– The governors know the school well and accurately monitor and appraise its work. They have
an accurate view of the quality of teaching and pupils’ achievement and help to make sure
that all pupils do equally well. Governors monitor teaching and ensure there are clear
connections between teachers’ performance and pay. They scrutinise the use of additional
funding provided through the pupil premium. The governing body has systems in place for
safeguarding to ensure that statutory requirements are met. Governors regularly review
policies and processes to make sure effective procedures for risk assessment are in place.
They scrutinise the school’s financial resources to ensure that these have a positive impact
on pupils’ progress. The governors have undertaken training, including that relating to
governor induction, child protection and safeguarding.
What inspection judgements mean
|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.
|Unique reference number||102193|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Junior|
|Age range of pupils||7−11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||359|
|Appropriate authority||The governing body|
|Date of previous school inspection||10−11 January 2008|
|Telephone number||020 8204 6294|
|Fax number||020 8905 0368|