Peareswood Primary School
Head Teacher: Mr Phil Powell
School holidays for Peareswood Primary School via Bexley council
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 #
- Peareswood Primary School DA83PR
- 0.4 miles The Howbury Centre Pupil Referral Unit DA82HX
- 0.4 miles Slade Green Junior School DA82HX
- 0.4 miles Slade Green Infant School DA82HX (294 pupils)
- 0.4 miles Colyers Primary School DA83PB
- 0.4 miles Howbury Grange Technical School DA82HX
- 0.5 miles Normandy Primary School DA76QP (577 pupils)
- 0.5 miles Normandy Junior School DA76QP
- 0.5 miles Normandy Infant and Nursery School DA76QP
- 0.6 miles Christ Church CofE VA School DA83DG
- 0.6 miles Christ Church, Erith,CofE VA Primary School DA83DG
- 0.6 miles Christ Church (Erith) CofE Primary School DA83DG (374 pupils)
- 0.7 miles Erith School DA83BN
- 0.7 miles Erith Secondary School DA83BN (1969 pupils)
- 0.9 miles Barnehurst Infant School DA83NL
- 0.9 miles Barnehurst Junior (Foundation) School DA83NL
- 0.9 miles Barnehurst Infant School DA83NL (233 pupils)
- 0.9 miles Barnehurst Junior (Foundation) School DA83NL (240 pupils)
- 1 mile Barnes Cray Primary School DA14RS
- 1 mile St Fidelis Catholic Primary School DA83HQ (469 pupils)
- 1.1 mile Northumberland Heath Primary School DA81JE
- 1.1 mile Northumberland Heath Junior School DA81JE
- 1.1 mile Northumberland Heath Infant School DA81JE
- 1.1 mile Haberdashers' Aske's Crayford Academy DA14RS (1240 pupils)
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
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.
|Penny Spencer, Lead inspector||Additional Inspector|
|Raymond Prentice||Additional Inspector|
|Nicholas Rudman||Additional Inspector|
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.
|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
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 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||137417|
|Type of school||Academy converter|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||288|
|Appropriate authority||The governing body|
|Executive Headteacher||Angela Barry|
|Date of previous school inspection||Not previously inspected|
|Telephone number||01322 332379|
|Fax number||01322 330933|
|Email address||reveal email address.sch.uk|