School etc

Lordship Lane Primary School

Lordship Lane Primary School
Ellenborough Road
Wood Green

phone: 020 88886541

headteacher: Ms Angela Holder

reveal email: adm…


school holidays: via Haringey council

698 pupils aged 2—10y mixed gender
630 pupils capacity: 111% full

345 boys 49%

≤ 283y344a224b54c165y436y467y448y429y4110y44

355 girls 51%

≤ 293y334a154b124c205y456y437y448y469y4410y42

Last updated: June 20, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Open date
Sept. 1, 1998
OSGB coordinates
Easting: 532029, Northing: 190582
GPS coordinates
Latitude: 51.599, Longitude: -0.09517
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
July 3, 2013
Region › Const. › Ward
London › Hornsey and Wood Green › Woodside
Urban > 10k - less sparse
Free school meals %

rooms to rent in Haringey

Schools nearby

  1. Lordship Lane Junior School N225DD
  2. Lordship Lane Infant School N225DD
  3. 0.4 miles Noel Park Junior School N226LH
  4. 0.4 miles Noel Park Infant School N226LH
  5. 0.4 miles Woodside High School, A Business & Enterprise Specialist School N225QJ
  6. 0.4 miles Noel Park Primary School N226LH
  7. 0.4 miles Woodside High School N225QJ (799 pupils)
  8. 0.4 miles Noel Park Primary School N226LH (557 pupils)
  9. 0.5 miles Belmont Junior School N226RA (211 pupils)
  10. 0.5 miles Belmont Infant School N226RA (222 pupils)
  11. 0.5 miles The Brook School N176HW (99 pupils)
  12. 0.5 miles Riverside School N225QJ (120 pupils)
  13. 0.6 miles Rowland Hill Nursery School N177LT (144 pupils)
  14. 0.6 miles The Willow Primary School N176HW (486 pupils)
  15. 0.6 miles Broadwater Farm Infant School N176HZ
  16. 0.6 miles Broadwater Farm Junior School N176HW
  17. 0.7 miles Risley Avenue Junior School N177AB
  18. 0.7 miles Risley Avenue Infant School N177AB
  19. 0.7 miles Earlham Junior School N225HJ
  20. 0.7 miles Earlham Infant School N225HJ
  21. 0.7 miles St Thomas More Catholic School N225HN
  22. 0.7 miles Earlham Primary School N225HJ (437 pupils)
  23. 0.7 miles Risley Avenue Primary School N177AB (683 pupils)
  24. 0.7 miles St Thomas More Catholic School N225HN (891 pupils)

List of schools in Haringey

School report

Lordship Lane Primary


Ellenborough Road, Wood Green, London, N22 5PS

Inspection dates 3–4 July 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

The relentless drive by leaders to continually
Pupils make good progress throughout the
Teaching is consistently good because
The highly skilled teaching of pupils at an
improve and the passion the school has for
its pupils to do well has resulted in rapidly
improving teaching and pupils’ achievement
since the last inspection.
school in English and mathematics. Many of
the pupils, who join the school with very low
starting points, make rapid progress.
teachers explain things very carefully and
check everyone understands before moving
early stage of learning English ensures they
make good and often rapid progress.
Staff are totally committed to the school and
Leaders check on pupils’ progress rigorously
There is a strong sense of community in school
its vision. They highly value the opportunity
the school provides them to improve their
and provide finely tuned additional support to
pupils having difficulties or who are falling
behind. This is highly effective and results in
pupils often making fast progress in a short
period of time.
founded on excellent relationships between
adults and pupils. Pupils behave well and show
great respect for each other’s differences and
leave the school as responsible young people
well prepared for the next stage in their
Some leaders do not have the skills or
There are not enough challenging activities,
experience to judge the quality of teaching
and pinpoint exactly what needs to be done
to improve a teacher’s performance.
particularly in mathematics, for the most able
In some lessons pupils do not get to work on
Marking does not contribute enough to pupils’
their own quickly enough because the teacher
spends too long teaching to the whole class.
learning because not enough pupils are
responding to it.

Information about this inspection

  • Inspectors observed 33 lessons, of which six were joint observations with the senior leaders. In
    addition, inspectors made a number of other short visits to lessons. They also looked at pupils’
    books and observed other aspects of the school’s work.
  • Meetings were held with six governors, including the Chair of the Governing Body, and teachers.
    Pupils took inspectors on a tour of the school. The inspectors also listened to and spoke to pupils
    about their reading. A telephone conversation was held with a representative of the local
  • Inspectors took account of the 30 responses to the online questionnaire (Parent View), spoke to
    parents and carers at the school gate and considered a letter from a parent. Inspectors reviewed
    62 questionnaire responses from staff.
  • A number of documents were looked at, including the school’s own information relating to pupils’
    achievement, the school’s self-evaluation summary and school development plan, planning
    documentation, records relating to behaviour and attendance and checks on teaching, policy
    documents and documents relating to safeguarding. The inspectors also looked at the school’s

Inspection team

Martin Marsh, Lead inspector Additional Inspector
Raminder Arora Additional Inspector
Kate Robertson Additional Inspector
Shelley Davies Additional Inspector

Full report

Information about this school

  • This is a larger than average-sized primary school.
  • Six in every 10 pupils are known to be eligible for the pupil premium (additional government
    funding which in this school supports pupils known to be eligible for free school meals and
    children that are looked after). This is above average.
  • Nearly all the pupils belong to ethnic groups other than White British with many groups being
    represented the largest, three in every 10, being pupils of Turkish families. One in six pupils are
    from Black African backgrounds.
  • Nearly three quarters of pupils do not speak English as their first langauge which is well above
    average, with many joining the school speaking little or no English.
  • One in nine pupils who are disabled or who have special educational needs are supported on
    school action, which is broadly average, and one in 12 are supported on school action plus or
    with a statement of special educational needs, which is also broadly 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?

  • Improve the quality of teaching so that a greater proportion is outstanding by:

making sure that in all lessons pupils get to work on their own more quickly

providing more opportunities for more-able pupils do to challenging work particularly in


making sure that more pupils have an opportunity to respond to teachers’ marking.

  • Develop the role and the skills of middle leaders to enable them to be more involved in checking
    on the quality of teaching and moving teachers to the next level.

Inspection judgements

The achievement of pupils is good
  • Pupils join the school in Nursery and Reception with skills well below what is typical for their age
    particularly in their ability to communicate in English. They leave the school in Year 6 having
    made good progress overall and rapid progress through Key Stage 2, reaching standards that
    are broadly in line with national averages in English and mathematics.
  • The emphasis the school puts on developing pupils’ language skills ensures that they quickly
    acquire the ability to speak English. This benefits all pupils and particularly those from Turkish
    and Black African families, many of whom come to school speaking very little English. As a
    result, they make good and often better progress. The Language Base provides excellent
    additional support for those pupils with very limited understanding of English, enabling pupils to
    make very rapid progress in short periods of time.
  • The school is rigorous in its identification of disabled pupils and those who have special
    education needs. Additional support is skilled and highly effective in enabling pupils to take an
    active part in lessons and acquire the skills to learn quickly and make often faster progress than
    their peers.
  • The extra government funding for pupils eligible for pupil premium is used very effectively. This
    enabled them to reach standards in English and mathematics in the 2012 statutory tests that
    were less than one term behind other pupils and higher than similar pupils nationally. Current
    data indicate that this gap is continuing to close. The funding provides one-to-one and small-
    group support in English and mathematics, additional specialist help in the Early Years
    Foundation Stage for developing children’s speaking and listening skills, and enables all pupils to
    go on school trips. This shows the school is successful in promoting equality of opportunity for
  • Good programmes are in place for pupils to learn their letters and the sounds they make
    (phonics), and good support programmes are enabling pupils who have difficulties in reading to
    overcome them. By the time pupils leave Year 6 they are confident readers. Pupils proudly
    showed inspectors their newly refurbished library which they had helped to raise funds for.
  • Historically, attainment at the end of Reception and Key Stage 1 has been low but current pupils
    are making much faster progress and achieving closer to standards typical for their age due to
    the rapidly improving provision and teaching.
The quality of teaching is good
  • Teachers and pupils enjoy excellent relationships which results in pupils listening carefully to
    what the teacher is telling them and to each other. Pupils are given frequent opportunities to
    discuss their ideas in pairs which help them develop their communication skills well.
  • Teachers’ planning is good, ensuring that a variety of different activities enable pupils to apply
    their developing skills in English and mathematics in a range of different contexts and subjects.
    The planning usually meets the needs of the full range of learners. In some lessons, the most
    able pupils are not set enough challenging problems, particularly in mathematics.
  • The structure of lessons is very good and the ‘steps to success’ are always shared with the
    pupils. Teachers explain things very precisely and check regularly on understanding using a
    variety of strategies to ensure that all pupils are involved. In a few lessons, particularly at Key
    Stage 1, this is over done and pupils spend a bit too long listening to the teacher when they
    could be set to work on an activity on their own more quickly.
  • The teaching of additional support groups is excellent. Adults are well trained in a range of very
    effective programmes targeted to the needs of the individuals, resulting in rapid progress being
    made in many cases. In lessons, additional adults are well managed and work hard to enable
    pupils to participate fully and learn well.
  • Marking is thorough and work is corrected well. Pupils value the supportive comments they
    receive from their teachers and they present their work very well. However, they are not
    routinely expected to respond to their teachers’ comments and so marking does not contribute
    enough to their learning.
  • The provision in Nursery and Reception, identified as satisfactory at the last inspection, has
    improved greatly. There are many opportunities for children to write, both inside and outdoors,
    and adults have the same expectations of children in speaking as in the rest of the school.
    Children in a Nursery class, during registration, were fully involved in a discussion as to why a
    particular child might have been absent, speculating, among other things, as to whether she had
    been ‘eaten by a dragon’.
The behaviour and safety of pupils are good
  • Adults treat children with respect and are caring in their attitudes which the pupils respond to by
    behaving well and caring for each other and contributing to the excellent ethos and strong sense
    of community. All parents and carers who responded on Parent View or who were spoken to at
    the school gate believe that their children are happy, safe and well behaved. They value the way
    the school caters for the diverse and multicultural nature of the school. One parent wrote that
    ‘children learn to respect the world they live in’.
  • The school manages the behaviour of pupils very well. Adults have very high expectations and
    the systems that are in place are understood by everyone. As a result, pupils’ behave well in
    lessons and around school and there are very few incidents of unacceptable behaviour. There
    are some notable examples where the school has helped pupils to effectively manage their
    behaviour and they have learnt really well as a result.
  • Pupils understand about different types of bullying, including cyber bullying, and aware of how
    to keep themselves safe on the internet. The few incidents of bullying that do occur are well
    managed. There are very view prejudice-based incidents. This shows that the school is
    successful in fostering good relationships and tackling discrimination.
  • Pupils are welcoming and proud of their school, excitedly taking inspectors on a tour at the start
    of the inspection. They enjoy the opportunities to be ‘eco warriors’, school council members or
    ‘buddies’ helping younger pupils who may be in need of a friend at play times.
  • Behaviour is not outstanding because in some lessons, where teaching is not as strong, teachers
    have to work hard to make sure pupils are listening and at break times the behaviour of a few
    pupils can be boisterous.
  • Attendance is average. The school does everything it can to ensure that pupils come to school
    and are punctual.
The leadership and management are good
  • The inspiration, passion and drive of the senior leadership team have enabled the school to
    improve significantly since the last inspection. They have created an ethos in which nothing less
    than the best is good enough for the pupils at the school. As a consequence, everyone is striving
    to improve what they do and are pulling in the same direction.
  • Leaders at all levels carefully check how well pupils are doing and this excellent understanding of
    pupils’ achievement enables them to quickly identify and tackle underachievement through
    appropriate well-tailored programmes.
  • Checks on the quality of teaching are regular and rigorous. The needs of teachers new to the
    profession and those whose teaching is not always consistently good are carefully identified and
    they are given very effective support to improve. However, not enough support is given to those
    teachers whose practice is consistently good to enable more to be outstanding because some
    middle leaders do not have the skills or the experience to accurately judge the quality of
    teaching and provide precise areas for improvement.
  • The curriculum is well designed and provides a wealth of opportunities for pupils that raises their
    aspirations and enriches their experiences. ‘Teachers make it fun but we are learning as well’
    was one pupil’s comment. The school is successful in promoting all aspects of pupils’ spiritual,
    moral, social and cultural development so they are very well prepared for the next stage in their
  • The school’s arrangements for safeguarding meet legal requirements.
  • The local authority has provided excellent support for the school and has been instrumental in
    helping it move from satisfactory at the last inspection to good.
  • The governance of the school:

The governing body is very effective. It has a good understanding as to how well the school is

doing, its strengths and weaknesses and how it compares to others. The Chair of the
Governing Body ensures that he and other governors receive the appropriate training to carry
out their duties. They challenge the school appropriately and are becoming much more
involved in working on plans for the future. Financial resources are distributed effectively and
having a very positive impact on the achievement of pupils eligible for the pupil premium. The
governing body has a clear picture of the quality of teaching and has ensured that there is a
close link between teachers’ appraisal and teachers’ pay. The governing body ensures that
safeguarding fully meets statutory requirements and that those governors who are involved in

the appointment of staff have attended safer recruitment training.

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.

School details

Unique reference number 131595
Local authority Haringey
Inspection number 402485

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Maintained
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 708
Appropriate authority The governing body
Chair Bob Allaway
Headteacher Angela Holder
Date of previous school inspection 17–18 November 2009
Telephone number 020 8888 6541
Fax number 020 8889 6567
Email address reveal email: adm…


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