Lordship Lane Primary School
phone: 020 88886541
headteacher: Ms Angela Holder
630 pupils capacity: 111% full
345 boys 49%
355 girls 51%
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 %
- Lordship Lane Junior School N225DD
- Lordship Lane Infant School N225DD
- 0.4 miles Noel Park Junior School N226LH
- 0.4 miles Noel Park Infant School N226LH
- 0.4 miles Woodside High School, A Business & Enterprise Specialist School N225QJ
- 0.4 miles Noel Park Primary School N226LH
- 0.4 miles Woodside High School N225QJ (799 pupils)
- 0.4 miles Noel Park Primary School N226LH (557 pupils)
- 0.5 miles Belmont Junior School N226RA (211 pupils)
- 0.5 miles Belmont Infant School N226RA (222 pupils)
- 0.5 miles The Brook School N176HW (99 pupils)
- 0.5 miles Riverside School N225QJ (120 pupils)
- 0.6 miles Rowland Hill Nursery School N177LT (144 pupils)
- 0.6 miles The Willow Primary School N176HW (486 pupils)
- 0.6 miles Broadwater Farm Infant School N176HZ
- 0.6 miles Broadwater Farm Junior School N176HW
- 0.7 miles Risley Avenue Junior School N177AB
- 0.7 miles Risley Avenue Infant School N177AB
- 0.7 miles Earlham Junior School N225HJ
- 0.7 miles Earlham Infant School N225HJ
- 0.7 miles St Thomas More Catholic School N225HN
- 0.7 miles Earlham Primary School N225HJ (437 pupils)
- 0.7 miles Risley Avenue Primary School N177AB (683 pupils)
- 0.7 miles St Thomas More Catholic School N225HN (891 pupils)
Lordship Lane Primary
Ellenborough Road, Wood Green, London, N22 5PS
|Inspection dates||3–4 July 2013|
|Overall effectiveness||This inspection:||Good||2|
|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
|Martin Marsh, Lead inspector||Additional Inspector|
|Raminder Arora||Additional Inspector|
|Kate Robertson||Additional Inspector|
|Shelley Davies||Additional Inspector|
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.
|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
- 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 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||131595|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||708|
|Appropriate authority||The governing body|
|Date of previous school inspection||17–18 November 2009|
|Telephone number||020 8888 6541|
|Fax number||020 8889 6567|