School etc

New End Primary School

New End Primary School
Streatley Place

phone: 020 74310961

headteacher: Ms Karyn Ray

reveal email: adm…


school holidays: via Camden council

432 pupils aged 3—10y mixed gender
381 pupils capacity: 112% full

220 boys 51%


210 girls 49%


Last updated: June 18, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 526483, Northing: 185916
GPS coordinates
Latitude: 51.558, Longitude: -0.17688
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Sept. 20, 2012
Region › Const. › Ward
London › Hampstead and Kilburn › Hampstead Town
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Free school meals %

rooms to rent in Camden

Schools nearby

  1. Heathside Preparatory School NW31JA (269 pupils)
  2. 0.1 miles Christ Church Primary School, Hampstead NW31JH (188 pupils)
  3. 0.2 miles Hampstead Parochial Church of England Primary School NW36TX (203 pupils)
  4. 0.2 miles Willoughby Hall School NW31RP
  5. 0.2 miles Hampstead Hill Pre-Preparatory School NW31SB
  6. 0.2 miles The Academy School NW31NG (90 pupils)
  7. 0.2 miles Willoughby Hall Dyslexia Centre NW31RP
  8. 0.3 miles Fitzjohn's Primary School NW36NP (229 pupils)
  9. 0.3 miles St Anthony's Preparatory School NW36NP (286 pupils)
  10. 0.3 miles North Bridge House Senior School NW35UD (289 pupils)
  11. 0.3 miles Devonshire House Preparatory School NW36AE (648 pupils)
  12. 0.3 miles Royal School Hampstead NW35UD
  13. 0.3 miles Royal School NW35UD
  14. 0.4 miles University College School NW36XH (1106 pupils)
  15. 0.5 miles St Mary's School NW36PG (302 pupils)
  16. 0.5 miles Lyndhurst House Preparatory School NW35NW (168 pupils)
  17. 0.5 miles Hampstead Hill School NW32PP (372 pupils)
  18. 0.5 miles Maria Montessori School NW35NW (206 pupils)
  19. 0.5 miles Tavistock Mulberry Bush Day Unit NW35BU
  20. 0.5 miles Gloucester House the Tavistock Children's Day Unit NW35BU (6 pupils)
  21. 0.6 miles Rosary Roman Catholic Primary School NW32AE (337 pupils)
  22. 0.6 miles St Christopher's School NW35AE (238 pupils)
  23. 0.6 miles St Margaret's School NW37SR (158 pupils)
  24. 0.6 miles North Bridge House NW35JY (235 pupils)

List of schools in Camden

School report

New End Primary School

Streatley Place, Hampstead, London, NW3 1HU

Inspection dates 20–21 September 2012
Overall effectiveness This inspection: Good 2
Previous 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

Almost all pupils achieve well. They make
The proportion of pupils making and
Teaching is good overall with some that is
Pupils are courteous and friendly. They
good progress from their individual starting
points to reach above average standards by
the end of Year 6.
exceeding typically expected progress
compares favourably with the national
extend a warm welcome to anyone joining
mid-year which helps new arrivals settle
quickly into school life.
Attendance has improved since the last
The curriculum has been revised recently and
Pupils are enthusiastic about learning. They
Leaders and managers, including the
inspection and is higher than the national
now offers a broad range of opportunities to
develop communication and mathematical
skills across a variety of subjects.
speak confidently about rights and
responsibilities and are proud to be in a
school with friends from all over the world.
governing body, are committed to raising
standards for all and the arrangements for
improving the quality of teaching reflect this.
The proportion of outstanding teaching is not
Occasionally, some pupils’ needs are not fully
high enough to ensure that all pupils make
rapid and sustained progress throughout all
year groups.
met because their different starting points
have not been taken into account carefully
Middle leaders do not always use data
effectively to monitor and improve outcomes
for pupils.

Information about this inspection

  • Inspectors observed 25 lessons which included the teaching of phonics (letter patterns and the
    sounds they represent) and reading. In addition, the inspection team listened to pupils read.
  • Inspectors scrutinised work in books and visited intervention sessions for pupils receiving extra
  • Meetings were held with pupils, staff and representatives from the governing body and the
    local authority.
  • Inspectors took account of the 150 responses to the online questionnaire (Parent View) and
    other communication from parents during the inspection.
  • Inspectors looked at a range of documentation including that pertaining to safeguarding, the
    monitoring of teaching and learning, the minutes of governing body meetings, the school’s self-
    evaluation, data on pupil performance and behaviour logs.

Inspection team

Jeanie Jovanova, Lead inspector Additional inspector
Narinder Dohel Additional inspector
Howard Jones Additional inspector

Full report

Information about this school

  • This is a larger-than-average primary school. The proportion of disabled pupils and those
    with special educational needs supported at school action is above the national average,
    whilst the proportion supported at school action plus or with a statement of special
    educational needs is just over half the national average.
  • A large majority of pupils are from minority ethnic heritages.
  • The proportion of pupils who speak English as an additional language is higher than
    average. A small number is at the earliest stages of learning English. The proportion of
    pupils known to be eligible for pupil premium is similar to that found nationally.
  • 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 proportion of outstanding teaching in order to promote rapid and sustained
    progress for all pupils by:
    – planning and delivering tasks that are carefully tailored to the needs of all pupils
    – encouraging pupils to reflect on their own learning and building in time to do this
    – deploying support staff effectively throughout every lesson.
  • Ensure middle leaders use available data more effectively, within their areas of
    responsibility, to monitor and improve outcomes for all groups of pupils.

Inspection judgements

The achievement of pupils is good
  • Most children enter the school with skills that are broadly in line with typical expectations.
    In the Early Years Foundation Stage, children are given the opportunity to make choices
    about their learning. This helps them to develop a confidence and a love of learning, which
    stands them in good stead as they move through the school.
  • Pupils’ achievement at the end of Key Stage 1 has improved over the past year and pupils
    go on to make good progress across Key Stage 2 to reach above average standards.
  • Pupils at the earlier stages of learning English as an additional language make good
    progress because teachers have the specialist expertise to accelerate their language
    acquisition, which enables them to access the curriculum effectively.
  • Interventions for pupils supported at school action, school action plus or who have a
    statement of special educational needs are carefully monitored as to their effectiveness.
    Changes are made where necessary to ensure maximum impact on pupil outcomes,
    ensuring good progress is made by these pupils.
  • Pupils who are known to be eligible for support under the pupil premium funding make
    good progress and achieve well compared to similar pupils nationally. There is still some
    variation between their achievement and the achievement of pupils in the school as a whole
    but funding is being well deployed to try to address this, and early signs are that this is
    having an impact on narrowing the in-school gap.
  • Pupils from the many ethnic minority groups represented on the school’s roll achieve more
    highly than similar groups nationally. They and their peers are provided with good levels of
    support where needed, and the curriculum helps them to make connections across
    subjects, which strengthens learning.

Achievement in reading is good because there is a strong commitment to making time for it.

Each school day starts with 15 minutes of reading time for everyone.

The quality of teaching is good
  • Teaching maximises the opportunities inherent in the curriculum for pupils to make
    connections across subjects, which strengthen their learning and increase their enjoyment.
  • Marking, which was referred to in a recommendation from the previous inspection, has now
    improved. An exemplary marking policy clearly outlines expectations and has led to many
    teachers providing pupils with useful feedback and next steps in their learning. However,
    marking is not yet outstanding because it does not always lead to a dialogue between
    pupils and teachers.
  • Teachers pay careful attention to how they group pupils for speaking and listening activities,
    ensuring there is always a good role model for less fluent pupils to emulate. This results in
    all pupils using ambitious vocabulary appropriately and ensures regular exposure to the
    grammatical structures of standard English.
  • Teaching is often structured in such a way that opportunities are created for pupils to
    reflect on what they have learnt and the factors that contributed to their success. Even very
    young pupils were confidently able to tell inspectors about how they ‘put numbers in the
    right order’ and understood that this helped them with counting. However, in a small
    minority of lessons these opportunities for reflection are overlooked.
  • Where teaching is outstanding, pupils:
    have visual aids to stimulate their interest and frame their understanding
    are set challenges appropriate to their starting points
    work in pairs or groups where they discuss and deliberate
    are clear about the task and what they are expected to learn from it.
  • Outstanding features were evident in a mathematics lesson on symmetry. The teacher
    checked regularly to gauge understanding and was therefore able to move pupils on to the
    next challenge when they were ready. When she used the interactive whiteboard to rotate
    a semi-circle, there were gasps of awe, such was the pupils’ enthusiasm for learning.
  • In most classes, the additional adults present add value by monitoring the learning of key
    groups or individual pupils and helping to tailor the lesson according to their starting points.
    In the mathematics lesson cited above, the teaching assistant worked with a group on the
    hardest of the given tasks and they explored the possibilities together. He modelled correct
    technical language and his expert questioning helped to develop pupils’ thinking skills in
    evaluating and synthesising their own work. He effectively created a successful and
    cohesive learning community.
  • In a few lessons, tasks are not carefully matched to the needs of every pupil and progress
    slows for some. On occasions, the roles of additional adults are not clearly defined which
    results in missed opportunities to support pupils.
The behaviour and safety of pupils are good
  • The importance of good manners is a strong feature of the school, with many posters and
    prompts to remind pupils of what these mean in practice. Consequently, pupils are
    courteous and polite, holding doors open for each other, and particularly for visitors, and
    saying ‘please’ and ‘thank you’ when appropriate.
  • Pupils are equally courteous in lessons. They work together well and the conversations they
    have with their learning partners are productive.
  • In lessons, pupils generally listen well and are keen to contribute. Where activities are
    interactive and well matched to their needs, all pupils take part with enthusiasm. Their
    natural curiosity and positive attitudes to learning ensure they acquire skills and knowledge
  • A very large majority of parents and carers agree that behaviour is good. Pupils are positive
    about behaviour and appreciate receiving certificates and other rewards which celebrate
    examples of excellence.
  • Pupils understand the varying forms which bullying can take. However, they say that there
    is very little at the school because they all get on well. Behaviour logs confirm this.
  • There have been no exclusions for at least the past two years. The school introduced a
    system of restorative justice and anecdotal evidence so far indicates that this is having a
    positive long-term impact.
  • Pupils say they feel safe in school and parents and carers agree. Pupils understand how to
    keep themselves safe in a range of ways, for example they are well informed about the
    potential dangers of social networking sites.
  • Attendance and punctuality have improved markedly since the last inspection because
    leaders have put a range of successful and sustainable measures in place to encourage and
    promote this.
The leadership and management are good
  • Over the last few years, the way in which leaders promote high-quality teaching has
    become more robust. For example, last year external consultants worked with school
    leaders to complete a comprehensive audit; the findings of which informed the school’s
    improvement planning and fed into targets set for individual teachers. Using stringent
    criteria, this exercise doubled as a professional development opportunity for leaders in
    school as they could ratify their judgements against those of a third party.
  • Staff performance is managed well and opportunities for professional development are
    linked securely to the school’s priorities.
  • Leaders ensure that the school promotes spiritual, moral, social and cultural development
    well. From exciting trips and visitors to lessons debating the moral value of fair trade, the
    curriculum offers plenty of avenues that broaden cultural horizons and encourage
    philosophical debate.
  • Leaders respond thoughtfully to new initiatives, reflecting on whether changes to existing
    practices may be needed. For example, as a result of the introduction of the phonic
    screening check in Year 1, leaders have made changes to the way in which phonics will be
    taught in order to give every pupil the chance to learn in smaller, specifically targeted
  • Middle leaders clearly identify the priorities in their area of responsibility and so contribute
    well to strategic planning. However, their use of data is too limited. Although they focus on
    overall impact, they do not track the effect of any changes they introduce robustly enough
    to help stamp out inconsistencies across year groups, or for particular individuals and
    groups of pupils. This level of data manipulation is currently the preserve of senior leaders
    and, as such, middle leaders’ contributions to strategic development are limited.
  • All leaders, including governors, ensure that the school keeps pupils safe. Procedures for
    child protection and safeguarding are clearly communicated to all and recruitment practices
    conform to the highest standards.
  • The local authority provides light touch consultancy in the form of a linked professional
    partner who took part in a teaching audit earlier in the year. The school has also worked
    closely with the education welfare department in its successful drive to improve attendance.
  • The governance of the school:
    Governors are not shy in challenging the school about pupils’ outcomes. For example,
    while scrutinising data, they noticed a discrepancy between the achievement of boys and
    that of girls and explored the reasons for this through focused questioning. This issue has
    subsequently been successfully addressed because the school is committed to equal
    opportunities. Leaders and governors now keep a close eye out for any gender imbalance
    in order to be able to rectify it immediately.
    Governors work hard in other ways at promoting equality of opportunity. For example,
    when organising events and meetings they take into account parents’ financial situations
    and working commitments, in order to offer a flexible menu of activities that will suit all.
    Thus, parental involvement in, and support of, the school is high.

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 pupil’s 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 pupil’s 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 100019
Local authority Camden
Inspection number 402817

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 434
Appropriate authority The governing body
Chair Linda Davies
Headteacher Karyn Ray
Date of previous school inspection 21 November 2007
Telephone number 020 7431 0961
Fax number 020 7794 4643
Email address reveal email: h…

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