Parish Church of England Primary School Closed - academy converter July 31, 2013
phone: 020 *** ***
headteacher: Mr H L Richardson B.Ed. (Hons)
Primary — Voluntary Controlled School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Controlled School
- Establishment #
- Close date
- July 31, 2013
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 540189, Northing: 170454
- GPS coordinates
- Latitude: 51.416, Longitude: 0.014573
- Accepting pupils
- 4—11 years old
- Ofsted last inspection
- Nov. 3, 2011
- Diocese of Rochester
- Region › Const. › Ward
- London › Bromley and Chislehurst › Plaistow and Sundridge
- Urban > 10k - less sparse
- Parish Church of England Primary School BR14HF (524 pupils)
- 0.2 miles Beresford House School BR13PF
- 0.4 miles Burnt Ash Primary School BR14QX (428 pupils)
- 0.4 miles Burnt Ash Infant School BR14QX
- 0.6 miles St Joseph's Catholic Primary School BR13JQ (202 pupils)
- 0.6 miles Holy Trinity College BR13LL
- 0.6 miles The Tutorial Foundation BR13HY (20 pupils)
- 0.6 miles Education and Youth Services Ltd BR11RW
- 0.7 miles Launcelot Primary School BR15EA (456 pupils)
- 0.7 miles Valley Primary School BR20DA
- 0.7 miles Valley Primary School BR20DA (479 pupils)
- 0.8 miles Rangefield Primary School BR14RP (462 pupils)
- 0.8 miles Good Shepherd RC School BR15EP (277 pupils)
- 0.8 miles Scotts Park Primary School BR12PR (472 pupils)
- 0.8 miles Ashgrove School Ltd BR13BE (107 pupils)
- 0.8 miles Scotts Park Primary School BR12PR
- 0.9 miles Malory School BR15EB
- 0.9 miles Breaside Preparatory School BR12PR (339 pupils)
- 0.9 miles Haberdashers' Aske's Knights Academy BR15EB (1505 pupils)
- 1 mile Bonus Pastor Catholic College BR15PZ (767 pupils)
- 1 mile Bishop Challoner School BR20BS (371 pupils)
- 1.1 mile Downderry Primary School BR15QL (505 pupils)
- 1.1 mile New Woodlands School BR15PD (9 pupils)
- 1.1 mile St Mark's Church of England Primary School BR20QR (425 pupils)
|Inspection date(s)||3–4 November 2011|
Parish Church of England Primary
|Unique Reference Number||101644|
|Inspection dates||3–4 November 2011|
|Report ing inspector||Hilary Macdonald HMI|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Voluntary Controlled|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Nu mber of pupils on the school roll||452|
|Appropriate authority||The governing body|
|Chair||Reverend Michael Camp|
|Date of previous school inspection||20 June 2007|
|School address||London Lane|
|Telephone number||020 8460 7336|
|Fax number||020 8460 3612|
This inspection was carried out by two of Her Majesty’s Inspectors and three
additional inspectors. They observed 24 lessons taught by 19 teachers. Meetings
were held with staff, pupils and with the Chair of the Governing Body. Inspectors
observed the school’s work and looked at documentation that included school
improvement plans, monitoring of the quality of teaching and learning, and tracking
of pupils’ progress. Inspectors looked at 190 questionnaires returned by parents and
carers, and those completed by staff and pupils.
The inspection team reviewed many aspects of the school’s work. It looked in detail
at a number of key areas.
- The pace and challenge provided in lessons, particularly for the higher-attaining
- The strength of provision in the Early Years Foundation Stage and the range of
experiences provided for the younger children in school.
- Leadership at all levels and the effectiveness of improvement planning and
- The effectiveness of the school’s strategies to raise rates of attendance.
Information about the school
Parish Church of England Primary School is larger than most primary schools, with
two forms of entry in each year group and three forms of entry in Reception. An
above average proportion of pupils come from a wide range of minority ethnic
heritages, although fewer than average are at the early stages of learning to speak
English as an additional language. The proportion of pupils known to be eligible for
free school meals is below average. Although a number of pupils join or leave school
part way through their education, this is broadly in line with the national picture. The
proportion of pupils with special educational needs and/or disabilities or with a
statement of special educational needs is similar to that found in all other schools;
these pupils predominantly have moderate learning difficulty or autistic spectrum
|Overall effectiveness: how good is the school?||1|
|The school’s capacity for sustained improvement||2|
Parish Church of England Primary School lives up to its value and vision statement by
providing an ‘excellent and creative education in a Christian setting’. As one Year 6
pupil reported: ‘It’s a really fantastic school, lessons are fun and we really learn a lot
in a variety of different ways. Our teachers identify our challenging next steps in
learning and we always respond.’ Pupils’ excitement and enthusiasm for learning was
thoroughly demonstrated as the younger pupils cheered when it was time to return
to class after playtime. Christian values, artwork and celebratory displays, as well as
information to support learning, are prevalent in classrooms and throughout the
school. Both inside and out, the environment and exciting curriculum support and
inspire learning through the ‘forest school’ facility, through the use of information
and communication technology (ICT), and through a well-devised range of musical,
sporting and cultural activities. All but the very youngest children learn and display
enthusiasm for Spanish, speaking with excellent accents.
Through their exemplary behaviour and attitudes to learning, pupils play a strong
part in the success of the school. Pupils are polite and welcoming, and are keen to
engage in conversation and express their views. During lessons, pupils support each
other effectively in a focused manner, discussing possible solutions to problems.
Equally, pupils demonstrate great levels of social skills, care and compassion when
acting as playground ‘buddies’ or simply offering a helping hand to a younger pupil.
Pupils’ mature understanding about what they can offer to their community through
the school council or positions of responsibility is remarkable yet commonplace.
Pupils’ achievement is outstanding overall. Pupils make good progress throughout
the school and, by the end of Key Stage 2, attainment is high for all groups of pupils
in English and mathematics, with an above average proportion of pupils attaining the
higher levels. Almost half of all teaching is outstanding. In such lessons, there is a
great sense of purpose and challenge. All lessons, are well planned and pupils are
clear about what they are learning and why. Despite this, some teaching remains
satisfactory. There are not enough opportunities are provided for pupils to discuss
and reflect upon their own learning. In addition, opportunities to engage all pupils
actively in responding to questions or to develop their independent learning skills are
The school has improved in many respects since its last inspection and this is a clear
indication of the school’s good capacity to continue on its upward path. Attendance
has increased significantly and, as a result of partnership working with parents,
carers and agencies, it is currently above the national average. All aspects of
provision for the younger children in the Early Years Foundation Stage are now good,
with an increasing range of exciting learning activities on offer. Leadership roles and
responsibilities throughout the school are clear and systematic. Self-evaluation is
highly accurate and all staff understand their role in securing further improvement.
Recent changes to the leadership of the governing body and its structures are
helping governors to become more involved in school improvement but these
changes have not been in place long enough to have a discernable impact on the
school’s work. Adults in school are sensitive to the needs of families and pupils.
Pupils’ talents and needs are recognised and consistent care and timely interventions
ensure all groups of pupils progress equally well.
What does the school need to do to improve further?
- Improve the quality of teaching so that it is consistently good or better by:
providing opportunities for teachers to observe best practice, teach together
and learn from each other
ensuring a range of questioning methods are used, including those that
involve all pupils in responding
ensuring all pupils have sufficient opportunities to reflect upon and discuss
- Increase the role of the governing body in school improvement by:
ensuring that its members are constructively critical of the school’s
performance and participate fully in strategic decisions and improvement
taking steps to seek out and act on parents’ views, especially those who
may be harder to reach.
Pupils are highly enthusiastic and self-motivated learners. When asked to talk or
work together, they do so very effectively, promoting learning and planning and
reviewing their work carefully. The pupils’ keenness to succeed was demonstrated
throughout the inspection. Informally over lunch, one pupil asked an inspector: ‘How
are we doing?’; another asked: ‘Are you here to look at behaviour and being healthy
as well as learning?’ This curiosity and aspirational approach, coupled with excellent
behaviour for learning, results in pupils’ outstanding achievement.
Children enter the Early Years Foundation Stage with levels of skill and
understanding that vary but are in line with those typical for children of this age. All
groups of pupils, including those from different ethnic heritages, pupils with special
educational needs and/or disabilities, and high-ability pupils make good progress and
achieve very well, although it is inconsistent at times. The very effective work of the
inclusion coordinator and the priority the school gives to knowing every child and
meeting their needs is reflected in all interventions, induction and transition
Pupils are unanimous in saying that they are safe in school and many referred to the
highly effective systems of support, which include playground ‘buddies’. Positions of
responsibility are held in high esteem and all groups of pupils are represented in
such positions. As well as an outstanding commitment to supporting the running of
their own school, pupils contribute to the wider community, including taking part in
religious festivals and singing at events and for the elderly. Additionally, pupils have
a keen understanding of the importance of keeping fit and healthy. Many reported
enjoying nutritious school lunches and a particularly high proportion of pupils talked
about the ‘fantastic’ physical education lessons and range of clubs.
The pupils at this school are mature, thoughtful and respectful. Spiritual, moral and
social development is outstanding. Assemblies, support for charities, links with
Malawi, music, school visits, and particularly the residential trip to the Isle of Wight
are some of the ways in which pupils widen their skills and experience wonder in the
world. Relationships between all members of the school community are excellent.
Pupils treat each other, and adults, with kindness and respect.
Attendance is above average and punctuality is very good. Excellent attitudes
towards learning, strong motivation and independence skills, as well as good
progress and high attainment, mean that pupils are well prepared for the next stages
in their lives and education.
|Outcomes for individuals and groups of pupils||1|
These are the grades for pupils’ outcomes
|Pupils’ achievement and the extent to which they enjoy their learning |
Taking into account:
The quality of pupils’ learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
|The extent to which pupils feel safe||1|
|Pupils’ behav iour||1|
|The extent to which pupils adopt healthy lifesty les||1|
|The extent to which pupils contribute to the school and wider community||1|
|The extent to which pupils develop workplace and other skills that will |
contribute to their future economic well-being
Taking into account:
|The extent of pupils’ spiritual, moral, social and cultural development||1|
How effective is the provision?
The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;
and 4 is low
Observations of teaching and pupils’ work during the inspection confirm that teaching
is good overall, and is frequently outstanding. However, there is variation from the
satisfactory to the most inspirational, resulting in some unevenness in the profile of
progress through the school. Assessment data are used accurately to track individual
progress and to set individual pupil targets. Despite this, pupils know what they are
learning and what they need to do to improve further as teachers provide learning
questions at the start of all lessons and detailed, regular feedback, orally and in
writing. Questioning is frequently used well to ensure pupils understand and are
being challenged in their learning. Some of the better questioning allows all pupils in
a class to respond. In a Year 2 class, questioning was effectively combined with pace
as the teacher challenged the pupils to respond to a question with ‘three possible
answers in 30 seconds’. All pupils take part in self- and peer-evaluations, although
sometimes opportunities for pupils to reflect upon and discuss their learning are
The curriculum is vibrant and exciting, makes strong links between areas of learning
and supports a range of learning styles. It is enhanced by school trips and visits as
well as the ‘forest school’ facility. Pupils in Year 3 used recording and observation
skills when digging on a site in their role as palaeontologists. In the classroom, they
combined science and mathematics skills when using Venn diagrams to classify
species of dinosaur. Pupils of all ages are enthusiastic about recently introduced
extended-writing sessions. The defined structure of such programmes has developed
the skill of staff, and pupils throughout the school are making equally good progress
in their writing. Partnerships, including with local secondary schools, enhance the
curriculum further. Talented musicians, for example, have benefited from the use of
The positive impact of the school’s outstanding care, guidance and support is evident
in the harmonious nature of the school, in pupils’ well-developed social skills and in
their overwhelmingly positive and ambitious outlook on life. Pupils are confident that
there is always someone in school that they can turn to in times of difficulty.
These are the grades for the quality of provision
|The quality of teaching |
Taking into account:
The use of assessment to support learning
|The extent to which the curriculum meets pupils’ needs, including, where |
relevant, through partnerships
|The effectiveness of care, guidance and support||1|
How effective are leadership and management?
Highly effective and strategic senior leadership is underpinned by an ethos of care
and a relentless determination to pursue constant improvement. Morale is high.
Leadership is well distributed throughout the school, with subject, phase and team
leaders playing vital and complementary roles in raising ambition, and in monitoring
quality of provision and pupils’ progress. Improvement plans consistently provide
clear direction and identify actions to address current priorities. Staff are held to
account for their performance. Formal and informal support structures are in place to
increase the consistency of teaching and to share best practice.
The governing body has recently led a review of school values and vision, and has
implemented committee structures aligned to the school improvement plan. A review
of roles and responsibilities is underway to ensure that school visits are increasingly
focused, that challenge is rigorous and has an impact on outcomes. Although parent
governors are accessible to parents and carers, governors do not yet systematically
gather or respond to the views of parents and carers. Arrangements to safeguard
pupils are secure. Effective steps are taken to ensure the school is a safe, healthy
environment and regular checks are made to minimise risk.
Parents and carers are kept regularly informed including through the school website
and newsletters. There is an active ‘friends’ association raising funds and adding to
the sense of family and school community through activities such as ‘bonfire night’.
Community cohesion is promoted well. The school has a sound understanding of its
own context, plays a role in the local community and has established relationships
with schools further afield and abroad. Staff, pupils and governors have a strong
understanding of equality and pupils are supported as necessary to ensure that they
all have equal access to the full range of learning and extension activities. Pupils
from all groups achieve very well. Partnerships with the church and other agencies,
such as the Bromley Business Enterprise and educational psychologists, contribute
well to learning and pupils’ well-being.
These are the grades for leadership and management
|The effectiveness of leaders hip and management in embedding ambition and |
driv ing improvement
Taking into account:
The leadership and management of teaching and learning
|The effectiveness of the governing body in challe nging and support ing the |
school so that weaknesses are tackled decisively and statutory responsibilities
|The effectiveness of the school’s engagement with parents and carers||2|
|The effectiveness of partnerships in promoting learning and well-being||1|
|The effectiveness with which the school promotes equality of opportunity and |
|The effectiveness of safeguarding procedures||2|
|The effectiveness with which the school promotes community cohes ion||2|
|The effectiveness with which the school deploys resources to achieve value for |
Early Years Foundation Stage
Children enter the Reception classes with the knowledge and skills typical for children
of this age. Some children have particularly well-developed dispositions and attitudes
for learning, with good knowledge, understanding, and speaking and listening skills.
Children settle happily and easily into life at school, they behave well and respond
appropriately to questions and requests. Relationships between children and st aff are
warm and sensitive, and this contributes well to children’s personal development and
well-being. Consequently, children are confident to ask and answer searching
questions and display confidence when tackling new challenges. Children make good
progress with their learning in the Early Years Foundation Stage.
Staff use a good range of teaching methods, styles and resources which supports
learning and fosters excitement and enjoyment. There is a good balance between
activities led by adults and those that the children select for themselves, encouraging
them to develop independent learning skills in all the required areas of learning.
However, staff do not yet take sufficient observations to fully inform lesson planning
so that it accurately meets the learning needs of every child. Although children enjoy
outdoor learning activities, this has rightly been identified by the Early Years
Foundation Stage leader as an area for improvement. The environment is not yet
exciting and engaging enough to promote all areas of learning equally well.
These are the grades for the Early Years Foundation Stage
|Overall effectiveness of the Ear ly Years Foundation Stage |
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years Foundation
Views of parents and carers
Just under half of all parents and carers returned questionnaires. Parental views as
expressed during the inspection are extremely positive. Parents, carers and pupils
alike are unanimous in their views that school is enjoyable. The vast majority of
parents and carers say that school is a safe place to be, that teaching is good and
that the school is led and managed well. ‘My child has done extremely well and she
thoroughly enjoys it. The school is very caring and the teachers are great.’ is typical
of the comments received. Only a very few negative comments were made and these
mostly referred to insufficient communication. Inspection evidence found that a
broad range of systems of communication are in place and that the school works
hard to keep parents and carers well informed.
Responses from parents and carers to Ofsted’s questionnaire
Ofsted invited all the registered parents and carers of pupils registered at Parish Church of England
Primary School to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongl y they agreed with 13
statements about the school.
The inspection team received 201 completed questionnaires by the end of the on-site inspection. In
total, there are 452 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that resp onse out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.
|My child enjoys school||123||65||67||35||0||0||0||0|
|The school keeps my child |
|The school informs me about |
my child’s progress
|My child is making enough |
progress at this school
|The teaching is good at this |
|The school helps me to |
support my child’s learning
|The school helps my child to |
have a healthy lifestyle
|The school makes sure that |
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
|The school meets my child’s |
|The school deals effectively |
with unacceptable behaviour
|The school takes account of |
my suggestions and
|The school is led and |
|Overall, I am happy with my |
child’s experience at this
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
school provides exceptionally well for all its pupils’ needs.
|Grade 2||Good||These are very positive features of a school. A school |
that is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory |
school is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
New school inspection arrangements were introduced on 1 September 2009. This mea ns that
inspectors now make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in
secondary schools, special schools and pupil referral units.
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning, development or training.
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the
quality of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school’s overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall
effectiveness judgement will be.
- The school’s capacity for sustained
- Outcomes for individuals and groups of
- The quality of teaching.
- The extent to which the curriculum meets
pupils’ needs, including, where relevant,
- The effectiveness of care, guidance and
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured
by comparing the pupils’ attainment at the end of a
key stage with their attainment when they started.
7 November 2011
Inspection of Parish Church of England Primary School, Bromley BR1 4HF
Thank you so much for the extremely warm welcome that you gave to inspectors
when we visited your school recently. It was wonderful to have the opportunity to
meet and talk to so many of you, to look at the work in your books, and to see the
many excellent displays in your classrooms and in the corridors around school that
record your learning. We could see that your school takes very special care of you
and your families, and provides you with an outstanding education overall.
Most of your lessons are interesting and exciting. Sometimes you learn outside and
you also take part in lots of extra-curricular activities and visits. I enjoyed hearing
about the Year 6 trip to the Isle of Wight! Lessons are well planned so that you are
all given the right amount of challenge with your work and your teachers make sure
you are clear about the learning question for each lesson. You make good progress
in most of your lessons and reach high standards by the time you leave school. As a
result, your achievement is outstanding. In your school, you have lots of
opportunities to take part in musical and sporting activities, and you are very good at
learning Spanish. Many things impressed us, particularly your very sensible
behaviour, the responsibilities that you carry out maturely, and the way you work so
well together and help each other learn. Everyone we spoke to told us how much
they enjoy school and that you feel safe and happy.
To help your school improve even further, we have asked your headteacher to make
sure that all of your lessons are good or better, with opportunities for you all to
answer questions and to discuss and reflect upon your learning. As well as this, we
have asked the governing body to become even more involved in school life,
particularly supporting Mr Richardson in planning ways in which the school can
become even better. All of you can help by ensuring you come to school every day
you possibly can and by continuing to approach all aspects of school life with the
enthusiasm and determination that you showed to inspectors on our visit.
Her Majesty's Inspector