School etc

Peareswood Primary School

Peareswood Primary School
Peareswood Road

phone: 01322 332379

head teacher: Mr Phil Powell


school holidays: via Bexley council

327 pupils aged 3—10y mixed gender
420 pupils capacity: 78% full

170 boys 52%


160 girls 49%


Last updated: June 24, 2014

Primary — Academy Converter

Education phase
Establishment type
Academy Converter
Establishment #
Open date
Sept. 1, 2011
Reason open
Academy Converter
OSGB coordinates
Easting: 551660, Northing: 176927
GPS coordinates
Latitude: 51.471, Longitude: 0.18218
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Dec. 11, 2012
Region › Const. › Ward
London › Bexleyheath and Crayford › North End
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Free school meals %
Trust school
Is supported by a Trust
The Federation of Northumberland Heath and Peareswood Primary Schools
Learning provider ref #

rooms to rent in Erith

Schools nearby

  1. Peareswood Primary School DA83PR
  2. 0.4 miles The Howbury Centre Pupil Referral Unit DA82HX
  3. 0.4 miles Slade Green Junior School DA82HX
  4. 0.4 miles Slade Green Infant School DA82HX (294 pupils)
  5. 0.4 miles Colyers Primary School DA83PB
  6. 0.4 miles Howbury Grange Technical School DA82HX
  7. 0.5 miles Normandy Primary School DA76QP (577 pupils)
  8. 0.5 miles Normandy Junior School DA76QP
  9. 0.5 miles Normandy Infant and Nursery School DA76QP
  10. 0.6 miles Christ Church CofE VA School DA83DG
  11. 0.6 miles Christ Church, Erith,CofE VA Primary School DA83DG
  12. 0.6 miles Christ Church (Erith) CofE Primary School DA83DG (374 pupils)
  13. 0.7 miles Erith School DA83BN
  14. 0.7 miles Erith Secondary School DA83BN (1969 pupils)
  15. 0.9 miles Barnehurst Infant School DA83NL
  16. 0.9 miles Barnehurst Junior (Foundation) School DA83NL
  17. 0.9 miles Barnehurst Infant School DA83NL (233 pupils)
  18. 0.9 miles Barnehurst Junior (Foundation) School DA83NL (240 pupils)
  19. 1 mile Barnes Cray Primary School DA14RS
  20. 1 mile St Fidelis Catholic Primary School DA83HQ (469 pupils)
  21. 1.1 mile Northumberland Heath Primary School DA81JE
  22. 1.1 mile Northumberland Heath Junior School DA81JE
  23. 1.1 mile Northumberland Heath Infant School DA81JE
  24. 1.1 mile Haberdashers' Aske's Crayford Academy DA14RS (1240 pupils)

List of schools in Erith

Peareswood Primary


Peareswood Rd, Erith, Kent, DA8 3PR

Inspection dates 11−12 December 2012
Overall effectiveness This inspection: Good 2
Previous inspection: Not previously inspected
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

This is a school where pupils thrive as
The efforts and drive of the executive
Pupils across the school make good progress
Disabled pupils and those with special
learners and develop into confident, articulate
young people.
headteacher, headteacher and senior
leadership team have rapidly improved the
quality of teaching and, as a result, pupils’
achievement has improved steadily.
and some do better than this, especially in
educational needs also make good progress
because the support they receive is of high
quality and closely matched to their needs.
Pupils thoroughly enjoy coming to school and
The quality of education provided for children
feel completely safe there. As one pupil
commented, ‘The school is like my second
home.’ Pupils are polite, friendly and display
high levels of teamwork and cooperation.
in the Nursery and Reception classes is
outstanding. The strong emphasis on
developing children’s skills in speaking, reading
and writing is laying a strong foundation for
their future success.
Pupils’ achievement in reading is not as high
Not all teachers indicate clearly enough to
as that in writing or mathematics.
pupils what they need to do next when
marking their work.
Some teachers do not allow time for pupils to
respond to the marking comments and so
improve their work.

Information about this inspection

  • Inspectors observed 19 lessons or part lessons, observing some jointly with the headteacher and
    assistant headteacher. They also conducted some short visits to lessons to look at pupils’ work,
    listened to pupils read and observed pupils at break and lunchtimes.
  • Inspectors also observed intervention sessions for small groups of pupils and visited the nurture
  • Inspectors held meetings with the executive headteacher, headteacher, senior leaders
    responsible for English, mathematics and special education needs and members of the governing
    body. They also spoke to pupils on the school council and informally to pupils in the playground.
  • Inspectors took into account the seven responses to the on-line questionnaire, Parent View, and
    the results of the school’s own survey for parents and carers, and spoke informally to parents at
    the start of the day. They also took account of the views of staff.

Inspection team

Penny Spencer, Lead inspector Additional Inspector
Raymond Prentice Additional Inspector
Nicholas Rudman Additional Inspector

Full report

Information about this school

  • The school is smaller than average, but is expanding. There are two classes in Reception and
    Year 1 and one class in all other year groups.
  • In September 2011 the school became an academy as part of the Woodland Academy Trust, in
    federation with two other schools.
  • The school is led by a headteacher, under the oversight of an executive headteacher, a National
    Leader in Education, who is the leader of the trust. There is a single governing body responsible
    for the three schools within the trust.
  • Over half the pupils are known to be eligible for support through the pupil premium (additional
    funds made available to schools by the government to support pupils in receipt of free school
    meals, in the care of the local authority or whose parents are serving in the armed forces).
  • The majority of pupils are of White British heritage, although this proportion is decreasing. Pupils
    of Black African heritage form the next most significant group. Very few pupils are at the early
    stages of learning English.
  • The proportion of disabled pupils and those who have special educational needs, supported at
    school action plus or with a statement of special educational needs, is 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?

  • Increase the proportion of outstanding teaching and raise achievement further by:
    embedding the school’s marking policy consistently in all year groups
    ensuring that teachers’ marking clearly and precisely indicates the next steps for pupils’
    learning and that there are regular opportunities for pupils to respond to feedback and
    improve their work.
  • Improve pupils’ enjoyment of, and achievement in, reading by:
    providing a wider selection of books, matched carefully to pupils’ ability
    accurately monitoring pupils’ independent reading experiences, both at home and in school
    continuing to encourage parents to read at home with their children.

Inspection judgements

The achievement of pupils is good

Children enter the Nursery with levels of skill, knowledge and understanding below those

typical for their age, and social and communication skills which are well below. They make
outstanding progress to reach standards that are above those seen nationally at the end of
Reception. Standards have risen dramatically in the last three years due to improvements in
the teaching and the development of the learning environments, especially the Nursery
outside area, which is inspirational.

All pupils make good progress as they continue through the school to Year 6. Standards in

mathematics at the end of Year 2 and Year 6 have risen sharply over the past three years
and attainment is above the national average. In English, standards have risen but not as
dramatically. Pupils make good progress but leave Year 6 with attainment that is still slightly
below the national average, especially in reading.

The progress and attainment of the current learners show continued improvements in

reading, writing and mathematics and higher proportions of pupils at the expected levels for
their age. This was observed in an outstanding mathematics lesson in Year 6, where pupils
were making rapid progress in their learning when using algebra to predict number

The teaching of the linking of letters to sounds (phonics) is strong in all year groups. Pupils

are able to use this knowledge to decode unfamiliar words effectively. The percentage of
pupils who met or exceeded the standards set in the national phonics screening test for Year
1 pupils was above average.

Pupils who read to the inspectors in Year 1 and Year 6 could decode the words confidently,

but were not always able to understand the meaning of the books they were reading
because they were not sufficiently well matched to their level of understanding. Many pupils
do not read regularly at home and many parents are not yet engaged in the school’s reading
partnership initiative, despite the school’s best efforts.

Disabled pupils and those with special educational needs make the same good progress as

their peers. Pupils benefit from extremely well-matched support and interventions. Pupils
who attend the nurture group, set up to support those pupils whose behaviour might be
challenging, make excellent progress in both their learning and in their ability to manage
their behaviour successfully.

Pupils entitled to support through the pupil premium funding also make good progress. This

is due to the precise targeting of this funding, and the high quality of support and
intervention it provides.

The quality of teaching is good

In the Nursery and Reception classes the exciting range of activities and very effective adult

support mean that children thoroughly enjoy their learning. Teachers have very high
expectations and the children respond in an extremely positive manner. Despite the very cold
weather at the time of the inspection, children and teachers were actively engaged in
learning outside, exploring the frozen water tray with magnifying glasses and displaying
excellent team work when constructing a pathway over some frozen puddles.

Teachers in the Reception classes make excellent use of the school grounds in outdoor

learning lessons that encourage exploration and risk taking in a safe, but challenging,
environment. Pupils were observed excitedly exploring and climbing in search of ‘The Stick
Man’, a character from their class book.

Teachers are effective in developing pupils’ understanding through the use of questioning

and pupils are given many opportunities to collaborate with each other.

The teaching of reading is a focus for the school and teachers are using a variety of

challenges and interventions to encourage more pupils to read widely and often. This
includes inviting parents to workshops where they receive free books for reading at home.
However, teachers are not yet consistently monitoring what pupils are choosing to read or
how often they are reading, so that they can accurately evaluate the impact of this initiative.

Teachers are quick to assess pupils’ understanding and adapt the tasks they set to make sure

that the pace of the lesson is maintained. This was observed in an information and
communication technology lesson where the teacher moved a group of children swiftly on to
the more challenging task of using search engines to retrieve information. This was because
she had recognised that they were more computer literate than the rest of the class.

Marking is frequent, with some examples of outstanding practice. However, in some classes,

teachers’ comments are not clear or precise enough to show pupils how to improve their

work or take the next step in their learning. In some classes, pupils are not given enough
regular opportunities to respond to teachers’ feedback and so speed up their progress.

The behaviour and safety of pupils are good

All pupils are very proud of their school. They have very positive attitudes to learning, work

hard in their lessons and are eager to succeed. Pupils were unfailingly polite to the inspectors
and several were keen to know if we were enjoying our visit.

Behaviour in the playground and around the school is lively but well organised. Pupils have

respect for the adults who help them and are quick to respond to instructions. Team work
and cooperation are core values within the school and inspectors saw many examples of
pupils working and playing together successfully.

Most parents who responded to the school’s questionnaire and to Parent View believe that

behaviour is good and that any unacceptable behaviour is dealt with quickly. This view was
echoed by the staff and endorsed by the inspection team.

Pupils have many opportunities to take on positions of responsibility, including being on the

school council and the highly coveted position of school ambassador. Ambassadors undergo
a rigorous selection process, including a formal interview. They are rewarded with a small
salary and a special uniform. They undertake their role extremely seriously. Inspectors saw
them effectively supporting younger pupils in the playground and dining hall.

Pupils have a sound knowledge of how to keep safe in a variety of situations, including on

the roads and when using the internet. A recent visit by the local road safety team was said
by pupils to be interesting and helpful. Pupils were unanimous about feeling safe in school.

Pupils say bullying is rare and staff and parents agree. Any incidents of name calling are

swiftly dealt with and parents are always informed.

Attendance has improved to above average. There is little persistent absence or lateness

because pupils want to come to school and learn.

The leadership and management are good

Led by a strong and determined executive headteacher, headteacher and senior team,

underpinned by the support offered through the Woodland Academy Trust, the staff at
Peareswood work as a well-motivated team. There is a tangible sense of excitement and staff
are enthusiastic about improving the outcomes for pupils to the highest possible level.

The school regularly checks on how well teachers are performing and leaders and governors

rigorously relate career promotion and salaries to performance. Excellent opportunities are
provided through the trust for training and staff development. Teachers and leaders regularly
meet and visit the other schools in the trust to observe good practice, moderate work and
share ideas.

The school’s procedures for evaluating its effectiveness are rigorous and are regularly

validated by external consultants. As a result, the school’s development plans are precise and
focused clearly on the main priorities for improvement.

Regular strategic meetings of school leaders across the trust, led by the executive

headteacher, ensure that the best practice is shared and developed, leading to a more
efficient use of resources and the consolidation of improvements.

Funds available through the pupil premium are used very effectively to provide interventions,

such as one-to-one tuition, homework clubs, reading recovery and specialist interventions
such as the nurture group. The impact of these interventions is thoroughly monitored by the
headteacher and the governing body.

The curriculum is good overall and pupils enjoy the variety of topics they study. The school is

in the process of redesigning the curriculum to make it even more relevant and exciting for

Pupils’ spiritual, moral, social and cultural development is strong. All staff promote equal

opportunity well and all pupils have equal access to all the activities on offer, including the
opportunity to learn how to play a musical instrument

  • The governance of the school:

The governing body is ambitious for the school’s continued success and the achievement of all

pupils. The model of governance for the trust allows governors to plan strategically, using best
practice from all member schools. They are well informed and competent to analyse data from
results and assessments and offer very strong levels of challenge to the leadership team. They
ensure all finances are managed well, including pupil premium funding. Safeguarding

procedures are exemplary.

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 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.

School details

Unique reference number 137417
Local authority Bexley
Inspection number 402755
Type of school Academy converter
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 288
Appropriate authority The governing body
Chair John Masheder
Executive Headteacher Angela Barry
Headteacher Phillip Powell
Date of previous school inspection Not previously inspected
Telephone number 01322 332379
Fax number 01322 330933
Email address reveal email: off…


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