New End Primary School
phone: 020 74310961
headteacher: Ms Karyn Ray
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 %
- Heathside Preparatory School NW31JA (269 pupils)
- 0.1 miles Christ Church Primary School, Hampstead NW31JH (188 pupils)
- 0.2 miles Hampstead Parochial Church of England Primary School NW36TX (203 pupils)
- 0.2 miles Willoughby Hall School NW31RP
- 0.2 miles Hampstead Hill Pre-Preparatory School NW31SB
- 0.2 miles The Academy School NW31NG (90 pupils)
- 0.2 miles Willoughby Hall Dyslexia Centre NW31RP
- 0.3 miles Fitzjohn's Primary School NW36NP (229 pupils)
- 0.3 miles St Anthony's Preparatory School NW36NP (286 pupils)
- 0.3 miles North Bridge House Senior School NW35UD (289 pupils)
- 0.3 miles Devonshire House Preparatory School NW36AE (648 pupils)
- 0.3 miles Royal School Hampstead NW35UD
- 0.3 miles Royal School NW35UD
- 0.4 miles University College School NW36XH (1106 pupils)
- 0.5 miles St Mary's School NW36PG (302 pupils)
- 0.5 miles Lyndhurst House Preparatory School NW35NW (168 pupils)
- 0.5 miles Hampstead Hill School NW32PP (372 pupils)
- 0.5 miles Maria Montessori School NW35NW (206 pupils)
- 0.5 miles Tavistock Mulberry Bush Day Unit NW35BU
- 0.5 miles Gloucester House the Tavistock Children's Day Unit NW35BU (6 pupils)
- 0.6 miles Rosary Roman Catholic Primary School NW32AE (337 pupils)
- 0.6 miles St Christopher's School NW35AE (238 pupils)
- 0.6 miles St Margaret's School NW37SR (158 pupils)
- 0.6 miles North Bridge House NW35JY (235 pupils)
New End Primary School
Streatley Place, Hampstead, London, NW3 1HU
|Inspection dates||20–21 September 2012|
|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
| 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
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
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
- 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.
|Jeanie Jovanova, Lead inspector||Additional inspector|
|Narinder Dohel||Additional inspector|
|Howard Jones||Additional inspector|
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.
|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
|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
- 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 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.
|Unique reference number||100019|
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||434|
|Appropriate authority||The governing body|
|Date of previous school inspection||21 November 2007|
|Telephone number||020 7431 0961|
|Fax number||020 7794 4643|
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