Nightingale Primary School
phone: 020 89854259
headteacher: Ms Catrina Tilbury
210 pupils capacity: 115% full
110 boys 45%
130 girls 53%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 534277, Northing: 185987
- GPS coordinates
- Latitude: 51.557, Longitude: -0.064488
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 5, 2013
- Region › Const. › Ward
- London › Hackney North and Stoke Newington › Hackney Downs
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles Benthal Primary School Infant Department N167AU
- 0.1 miles Benthal Primary School N167AU (443 pupils)
- 0.2 miles St Scholastica's Catholic Primary School E58BS (244 pupils)
- 0.2 miles Downsview School E58QP
- 0.3 miles Baden-Powell School E58DN (247 pupils)
- 0.3 miles Ickburgh School E58AD (58 pupils)
- 0.3 miles Al-Falah Primary School E58BY (105 pupils)
- 0.4 miles Northwold Primary School E58RN (454 pupils)
- 0.4 miles Shacklewell Primary School E82EA (425 pupils)
- 0.4 miles Hackney Downs School E58NP
- 0.4 miles Kingsland School E82EY
- 0.4 miles Stormont House School E58NP (97 pupils)
- 0.4 miles Northwold Junior School E58RN
- 0.4 miles Northwold Infants' School E58RN
- 0.4 miles Shacklewell Junior School E82EA
- 0.4 miles Shacklewell Infants' School E82EA
- 0.4 miles Stoke Newington Mission Paradigm Primary School N167NY
- 0.4 miles The Brooke House Sixth Form College E58BP
- 0.4 miles Mossbourne Community Academy E58JY (1321 pupils)
- 0.4 miles Mossbourne Victoria Park Academy E58JY
- 0.5 miles Stoke Newington Mission Paradigm School N167NY
- 0.5 miles The Petchey Academy E82EY (1108 pupils)
- 0.5 miles People's Trust Preparatory School N168BY
- 0.6 miles Amherst Primary School E81AS
Nightingale Primary School
Rendelsham Road, Hackney, London, E4 8PH
|Inspection dates||5–6 June 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
| Pupils make consistently good progress |
Teaching is consistently good because
Leaders are passionate that no child in the
Systems to check on the quality of teaching
throughout the school in English and
mathematics. This includes many from
extremely low starting points when they join.
teachers know their pupils well, plan work
which matches their needs and mark their
work very well so that pupils always know
how well they are doing and what they need
to do to improve.
school will fail and provide a high level of
care that ensures pupils are happy and keen
are rigorous and regular. This has led to
improvements in teaching and pupils’
| Pupils’ attitudes to learning and behaviour are |
The staff are totally committed and feel highly
The pupils enjoy excellent relationships with
Governors are highly effective in checking how
exemplary and by the time they leave the
school they are very well prepared for the next
stage of their education.
valued. They receive excellent support to
improve their teaching.
each other and their teachers which results in
a very strong sense of community.
the school is doing, challenging it to do better
and in planning for the future.
| The gap in attainment between pupils who |
are eligible for extra government funding and
other pupils is not closing quickly enough
because support is not always precisely
targeted to make the most difference.
| Middle leaders are not using data to help make |
plans for the future and are not involved
enough in checking on the quality of teaching.
Information about this inspection
- Inspectors observed 15 lessons, of which eight were joint observations with the headteacher and
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 the Chair of the Governing Body and another governor and teachers.
Pupils in Years 3, 4, 5 and 6 took inspectors around the school. The inspectors also spoke to
pupils about their reading and listened to them read. A meeting was held with a representative
of the local authority.
- Inspectors took account of the school’s own parent survey and spoke to parents and carers on
the school gate. There were two responses on Parent View. Inspectors reviewed 24
questionnaire responses from staff.
- A number of documents were looked at, including the school’s own data relating to pupils’
achievement in the school year 2011/12 and since September 2012, the school’s self-evaluation
summary and school development plan, planning documentation, records relating to behaviour
and attendance, policy documents and documents relating to safeguarding. The inspectors also
looked at the school’s website.
|Martin Marsh, Lead inspector||Additional Inspector|
|Patricia Underwood||Additional Inspector|
Information about this school
- This is an average-sized primary school.
- Two thirds of 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). This is
well above average.
- Nearly all the pupils belong to minority ethnic groups. A third of pupils are from Black Caribbean
backgounds and one in eight from Black African heritages. One in five pupils are from other
White backgounds with a high proportion of these from the Turkish community.
- Three quarters of pupils do not speak English as their first langauge which is well above
- A higher proportion of pupils join the school at times other than the start of a key stage or at the
start of a school year than is found nationally.
- One in six pupils are disabled or have special educational needs, about half of whom are on
school action and half are supported through school action plus or with a statement of special
educational needs. This is broadly average.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- Since the previous inspection the school has restructured its leadership team and its governing
What does the school need to do to improve further?
- Target government funding for pupils known to be eligible for free school meals more precisely
throughout the school so that the gap in attainment between them and other pupils closes more
- Improve the effectiveness of middle leaders by:
making sure that they all understand and use data to plan improvements and measure the
impact of their work
involving them more in checking on the quality of teaching.
|The achievement of pupils||is good|
- Many children enter the school in Nursery, Reception, and most other year groups speaking very
little English and have skills and knowledge well below what is typical for their age. Regardless
of their starting points, they make good progress so that they are attaining broadly in line with
national averages in English and mathematics by the time they leave Year 6.
- The emphasis the school puts on developing pupils’ speaking skills benefits all pupils. There is a
strong focus on building vocabulary and ensuring pupils respond to questions in sentences
helped by ‘sentence stems’. This contributes significantly to good progress for pupils who speak
English as an additional language.
- Black Caribbean and Black African pupils also make good progress as do the increasing numbers
of Turkish pupils because the school is working hard to engage Turkish families in their children’s
- Progress is consistently good in all year groups in the school and rapid in Years 5 and 6.
Disabled pupils and those who have special educational needs, and pupils at an early stage of
learning English, receive good support in class and in small groups out of class enabling them to
make similar progress to other pupils.
- Effective teaching of letters and the sounds they make means children make a good start in
learning to read in Nursery and Reception. This continues in Years 1 to 6 where pupils are
taught in mixed age groups at their level enabling them to learn quickly and become confident
readers with a real love of books.
- Although pupils known to be eligible for free school meals were 20 months behind other pupils in
English and mathematics based on 2012 Key Stage 2 statutory tests, they still made good
progress because their starting points were so low. However, the school acknowledges that they
are not closing the gap in attainment fast enough and have put in place more specific support.
This includes additional adults in all classes, one-to-one and small-group support for English and
mathematics in Years 2, 5 and 6 and intensive support for individuals following regular reviews
of pupils’ progress in other year groups. As a result, eligible pupils are now making more rapid
progress and the gap is closing.
|The quality of teaching||is good|
- Excellent relationships between adults and pupils, and among the pupils themselves, are typical
of all lessons. As a result, pupils listen to their teachers and each other and learn very well when
- Marking is exceptionally good and as a result pupils know what they need to do to improve and
produce work that is presented beautifully. Pupils are routinely encouraged to reflect on their
own learning and respond to their teachers’ comments. The use of teachers’ questions to check
on learning is usually good and exceptional in some lessons.
- Lessons have clearly identified outcomes for learning which the pupils are routinely asked to
assess themselves against. In many lessons pupils can make choices as to what level of difficulty
they start working on and, by the time they reach Years 5 and 6, need very little guidance in
making appropriate choices. The most able routinely select the ‘Hot chilli challenge’ activities
ensuring they do not waste time on work they can already do easily and so make faster progress
and deepen their learning.
- Generally the pace of learning is good with a good balance of teacher talk and pupils working on
their own or in groups. The school has a planning format which helps teachers to make sure
there is a balance of activities in lessons.
- The provision in Nursery and Reception, identified as satisfactory at the last inspection, is now
good. The planning is strong ensuring that activities outside reflect those inside to suit the needs
of different children. There are many opportunities for children to write and adults have the
same expectations of children in speaking as in the rest of the school. Children in Reception
were seen writing enthusiastically about a fish the teacher had brought from a fishmonger using
their knowledge of letters and the sounds they make to spell words correctly.
|The behaviour and safety of pupils||are outstanding|
- Many children enter the school not prepared for school or to learn. The school does an excellent
job in instilling the right attitudes in children through totally consistent approaches to the
management of behaviour throughout the school. These approaches are understood by all adults
and pupils. As a result pupils have exemplary attitudes to learning throughout the school.
- The high standard of care shown to the pupils is mirrored by the behaviour the pupils show
towards each other. Pupils feel extremely happy and safe in school and greet adults and visitors
with big smiles eager to tell them about their school and their work. They enjoy taking
responsibility including being on the school council, taking on prefect responsibilities or just
being a friend to a younger child who may be unhappy.
- Pupils are courteous and well mannered, feel safe and are proud of their school. ‘I wish I could
go to secondary school here’ said one Year 6 pupil. There are hardly any bullying incidents and
few racist incidents as the pupils respect each other’s differences, cultures and religious beliefs.
This shows that the school is successful in promoting equality of opportunity and fairness,
fostering good relationships and tackling discrimination. The different types of bullying, including
cyber bullying, are well understood and they develop an excellent understanding of right and
- The school welcomes children who find managing their behaviour difficult. They work hard with
them and their families and are very successful is helping them to integrate into the school and
learn well. Instances of poor behaviour are carefully recorded and analysed enabling the school
to spot patterns and identify issues and deal with them quickly. As a result the number of
incidents is reducing.
- Attendance is average and has been improving over a number of years. There is also a reduction
in the number of pupils persistently absent. Pupils are typically punctual.
|The leadership and management||are good|
- The headteacher has developed a team that wholly shares her drive, passion and determination.
Staff and governors work as a highly cohesive team aiming to provide the very best for all the
pupils. Staff morale is very high and everyone has a real desire to improve.
- The quality of teaching is checked rigorously and regularly by senior leaders. This information is
used to set targets for how teachers can improve, provide focused professional development and
check on the difference this makes. All of this information contributes to the rigorous
performance management processes that are clearly linked to teachers’ pay progression. This
ensures that the quality of teaching is continually being improved.
- The curriculum is exciting and enables pupils to benefit from visits and visitors. Conscious of the
needs of some pupils, the school is working with the Goldie Hawn Foundation and has appeared
on national television talking about the work they have done on the ‘Mind Up’ pilot programme
which successfully helps pupils to feel happier and learn more effectively as a result. The school
is highly 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 education.
- Middle leaders, especially those who are responsible for foundation subjects, do not understand
enough about how well pupils are doing or what the quality of teaching is because they do not
have a good understanding of the pupil performance information and do not routinely observe
teaching. As a consequence plans are not based on good information and the impact of some
initiatives can not be easily measured.
- The school values highly the local authority’s good support in giving them an external view as to
how well they are doing.
- The governance of the school:
The governing body is highly effective. Governors visit regularly and have an excellent
knowledge about the school which they use to challenge in a very supportive way and help
make plans for the future. They understand the close link between the checks on teachers’
performance and teachers’ pay, and what is being done to reward good teachers and tackle
underperformance. Governors know how the pupil premium is being spent and know that the
gap in attainment is too wide and are checking to make sure that funding is now being used
more effectively to close it. They value the support from the local authority in training for new
governors and in the understanding of performance data. The governing body gives good
support to the school in meeting safeguarding responsibilities, particularly regarding the safety
of pupils and the appointment of staff, and the school’s arrangements for safeguarding meet
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||100254|
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||243|
|Appropriate authority||The governing body|
|Date of previous school inspection||1–2 March 2010|
|Telephone number||020 8985 4259|
|Fax number||020 8533 6449|