School etc

Perry Hall Primary School Closed - academy converter Nov. 30, 2013

see new Perry Hall Primary School

Perry Hall Primary School
Perry Hall Road

phone: 01689 *** ***

headteacher: Mrs Angela Ward Bed Npqh

reveal email: adm…


school holidays: via Bromley council

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Close date
Nov. 30, 2013
Reason closed
Academy Converter
OSGB coordinates
Easting: 545845, Northing: 167071
GPS coordinates
Latitude: 51.384, Longitude: 0.094462
Accepting pupils
5—11 years old
Ofsted last inspection
Nov. 22, 2011
Region › Const. › Ward
London › Orpington › Cray Valley East
Urban > 10k - less sparse

rooms to rent in Orpington

Schools nearby

  1. Perry Hall Primary School BR60EF (425 pupils)
  2. 0.1 miles Clannad Education Centre BR60DW (3 pupils)
  3. 0.6 miles Poverest Primary School BR52JD (205 pupils)
  4. 0.6 miles Poverest Junior School BR52JD
  5. 0.6 miles Poverest Infant School BR52JD
  6. 0.6 miles Orpington College of Further Education BR60TE
  7. 0.7 miles Crofton Infant School BR51EL
  8. 0.7 miles Crofton Infant School BR51EL (555 pupils)
  9. 0.8 miles Ramsden Junior School BR54LZ
  10. 0.8 miles Ramsden Infant School BR54LZ
  11. 0.8 miles Crofton Junior School BR51EL
  12. 0.8 miles Crofton Junior School BR51EL (703 pupils)
  13. 0.9 miles St Mary Cray Primary School BR54AR (214 pupils)
  14. 0.9 miles St Philomena's Roman Catholic Primary School BR54DR (212 pupils)
  15. 0.9 miles Hillside Primary School BR54LZ
  16. 0.9 miles TLC The Learning Centre BR51EB (12 pupils)
  17. 0.9 miles Hillside Primary School BR54LZ (360 pupils)
  18. 0.9 miles St Mary Cray Academy BR54AR
  19. 0.9 miles St Philomena's Primary School BR54DR (212 pupils)
  20. 1.1 mile Leesons Primary School BR52GA (210 pupils)
  21. 1.1 mile The Priory School BR54LG
  22. 1.1 mile The Ramsden Boys' School BR54LG
  23. 1.1 mile The Ramsden Girls' School BR54LG
  24. 1.1 mile The Priory School BR54LG (1125 pupils)

List of schools in Orpington

Age group 4–11
Inspection date(s) 22–23 November 2011
Inspection number 376606

Perry Hall Primary School

Inspection report

Unique Reference Number 101640
Local Authority Bromley
Inspect ion number 376606
Inspect ion dates 22–23 November 2011
Report ing inspector Maureen Wright

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 419
Appropriate authority The governing body
Chair Jill Barnett
Headteacher Angela Ward
Date of prev ious school inspection 19–20 March 2009
School address Perry Hall Road
Telephone number 01689 820313
Fax number 01689 897669
Email address reveal email: adm…
Inspection report: Perry Hall Primary School, 22–23 November 2011 2 of 14
Inspection report: Perry Hall Primary School, 22–23 November 2011 3 of 14


This inspection was carried out by four additional inspectors. They observed 20
lessons taught by 14 teachers. They held meetings with the Chair of the Governing
Body, staff and groups of pupils and looked at strategic and curriculum plans,
records of pupils' progress, school documentation and monitoring records of teaching
and learning. Inspectors analysed 180 parents' and carers' questionnaire returns, as
well as 18 from staff and 44 from pupils.
The inspection team reviewed many aspects of the school’s work. It looked in detail
at a number of key areas.

  • How well children in the Early Years Foundation Stage achieve, particularly in
    language and communication.
  • How well teaching fosters pupils' progress, especially that of the boys.
  • The extent to which pupils’ personal development and well-being is developed.
  • How effectively senior managers use self-evaluation procedures to drive

Information about the school

Perry Hall is a larger-than-average primary school. Most of its pupils are from White
British backgrounds. The largest other groups are from other White, Asian and Black
African backgrounds. The proportion of pupils known to be eligible for free school
meals is around half of that found nationally. The proportion of pupils with special
educational needs and/or disabilities is below average and these needs relate mainly
to speech, language and communication difficulties and/or behavioural and
emotional difficulties. The Early Years Foundation Stage comprises two Reception
classes. There is a breakfast and after-school club on the school site that is managed
by a private provider.

Inspection report: Perry Hall Primary School, 22–23 November 2011 4 of 14

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 1
The school’s capacity for sustained improvement 2

Main findings

This is an outstanding school where pupils are eager to learn and staff are
committed to continual improvement. Year on year, the attainment reached by pupils
at the end of Year 6 has been consistently high. Pupils make good progress through
the school given their starting points and pupils’ achievement is excellent. The
headteacher and senior team drive the school forward with great enthusiasm and
have been very successful in securing improvements in key areas since it was last
inspected. In particular, the care, guidance and support given to individual pupils are
outstanding and result in pupils who feel completely safe at school. Parents
demonstrate high levels of confidence in the school, both in terms of its academic
success and in the way it values and encourages each pupil’s personal qualities.
Pupils are given a wide range of opportunities to take on responsibilities within the
school, which they accept with relish. The school uses a variety of effective
approaches to enhance pupils’ personal, as well as their academic, achievement
which results in lessons where pupils demonstrate excellent attitudes to learning.
When children join the school in Reception they settle happily into school life due to
carefully planned transition arrangements and make good progress by the end of
their first year. This good start has been prompted, in part, by a number of
improvements initiated by the school to develop the indoor and outdoor learning
environment for its youngest children. The rich and varied curriculum provides
outstanding opportunities through the school for pupils to enjoy learning and
stimulate new insights into the world around them. Pupils are keenly aware of how
to lead a healthy lifestyle and often encourage others to do likewise. The school's
growing expertise in using information on pupils’ progress has enabled it to identify
and implement successful ways of improving reading and writing in the infant years.
As a result, Year 2 pupils are on track to achieve well in next year's national tests.
Similarly, due to the very careful assessment and monitoring procedures in place,
which result in additional targeted support for individual pupils, the current Year 6 is
on track to match the high levels reached previously by pupils.

Underpinning the school’s success are the headteacher and senior leaders. They

ensure that staff expertise is shared effectively both within the school and more
widely with other schools. Staff feel strongly supported in their professional
development and highlight the strong team work that underpins the quality of the
school's success. Teaching is typically good. Lessons are usually well planned and
pupils participate with interest and enthusiasm. In the best lessons, teaching
challenges pupils to deepen their understanding through the teacher's skilful use of

Inspection report: Perry Hall Primary School, 22–23 November 2011 5 of 14

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

challenging questions. However, this practice is not widespread across all classes so
progress slows for some pupils. In some less well-taught lessons, the match of tasks

to some pupils’ abilities is not always accurate. The school demonstrates a high

commitment to working in partnership with others to enhance provision and has
established good links with schools abroad to develop pupils' understanding and
awareness of others. However, the pupils’ awareness of contrasting lifestyles and
customs across the United Kingdom is not as well developed. Members of the
governing body support and challenge the school well and, together with staff, have
secured key improvements in provision since the last inspection. The school has an
accurate view of its strengths and weaknesses and because its self-evaluation
procedures are very effective, knows what it needs to do to improve further. Given

the school’s track record in remedying weaknesses and enhancing aspects of its work

such as the curriculum, its capacity for sustained improvement is good.

What does the school need to do to improve further?

  • Enhance the progress made by all groups of pupils through the school in their
    learning and personal development by:
    increasing the use of challenging questions to promote deeper
    understanding in lessons
    ensuring that tasks are accurately matched to pupils’ differing abilities in
    all lessons
    improving pupils' awareness of diversity in lifestyles and cultures
    represented in the United Kingdom
    When children join the school in Reception, their attainment is broadly average. By
    the time they start Year 1, they have made good progress. In Years 1 to 6, girls
    sometimes attain more highly than boys in reading and writing. Staff have worked
    hard to plan activities that engage boys in these subjects, to offer additional support
    where needed and, as a result, the gaps are closing rapidly. Pupils’ attainment in
    English and mathematics in the latest Year 6 national tests was significantly above
    national averages and has been consistently so for the past few years. The current
    Year 6 pupils are on track to improve upon them. Observations of those pupils with
    special educational needs and/or disabilities show they are fully included in all
    activities and, because of the high-quality support they receive, they make good
    progress and attain more highly than those with similar needs nationally. Pupils’
    academic success is aided well by their levels of personal development. Excellent
    relationships and attitudes to learning exist across the school and enable lessons to
    proceed well. In a good mathematics lesson, pupils worked together very effectively
    to measure a range of objects, sharing equipment and offering support and
    assistance to each other. Pupils treat each other and staff with respect and are very
    polite. Due to the wide range of visitors such as the police, fire brigade, and topics
    based on internet safety, pupils have an excellent understanding of safe and unsafe
    situations. They also know how to keep themselves healthy through a combination of
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
    a balanced diet and regular exercise. Pupils enjoy attending the on-site breakfast
    club which gives those attending a good start to the day. Pupils have many
    opportunities to contribute to the school community through a range of monitor jobs,
    such as 'play pals', and the school council makes an active contribution. Its members
    feel that their views are listened to by the staff. Pupils say they enjoy school and, as
    a result, attendance is high and they are well prepared for their next schools.
Outcomes for individuals and groups of pupils 1
Inspection report: Perry Hall Primary School, 22–23 November 2011 6 of 14

These are the grades for pupils’ outcomes

Pupils’ achieve ment and the extent to which they enjoy their learning
Taking into account:
Pupils’ attainment
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 2
The extent to which pupils develop workplace and other skills that will
contribute to their future economic well-being
Taking into account:
Pupils’ attendance


The extent of pupils’ spir itual, moral, social and cultural development 2

How effective is the provision?

Pupils’ outstanding outcomes are a testament to the quality of provision, particularly

the excellent curriculum and care, guidance and support offered to pupils. Teaching
and support for pupils of all abilities are usually effective in maintaining high
standards and helping pupils fulfil their potential. Almost all of the teaching seen was
good, but the school recognises not all lessons are effectively taught. The best
lessons are typically well planned to engage pupils’ interests, and assessment of
what pupils already know and can do is well understood by staff. These features are
not evident in the less effective lessons and where some tasks do not fully take into

account pupils’ ability levels. Teaching assistants play a key role in promoting

learning, especially for those with special educational needs. Pupils are very positive
about the curriculum, particularly the many special events and extra-curricular
activities. Specialist teaching is offered in a range of subjects, for example music,
physical education and two modern foreign languages, and an impressive range of
interventions are offered to accelerate the progress of pupils who need additional
support. The impact of these is very good. Pupils have opportunities to influence


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;

and 4 is low

Inspection report: Perry Hall Primary School, 22–23 November 2011 7 of 14

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

aspects of the curriculum and welcome the opportunities provided to learn about the
world beyond school, for example through links with a school in Zimbabwe, a
financial awareness project and environmental issues through their eco-activities.
Links with a partner secondary school enhance the opportunities for sporting
Excellent attention is given to all aspects of care, guidance and support. Support for
individual pupils in need is outstanding and the school has established effective links
with external agencies to enhance the support it offers. Parents and pupils strongly
endorse that this aspect of provision is first class.

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?

The senior leadership team of the school works together very effectively to secure
high attainment and good progress for its pupils. The staff are strongly supportive of
the headteacher and her team in their drive for continual improvement. Middle
leaders make a good contribution to improvement through monitoring and
developing subject areas. Leaders monitor teaching and outcomes systematically
and, through regular progress meetings, endeavour to ensure teaching staff are
clearly focused on high attainment and progress for each individual child. Governors
are supportive and well informed. They are in a good position to challenge the school
and hold it to account to ensure that the capacity for further improvement continues
to grow. Leaders have been very successful in engaging with parents and enjoy very
strong support from them. Partnerships with others, particularly partner schools, are
a strength and have enabled leaders to develop their practice and that of the staff.
The school ensures that it fully meets its responsibilities with respect to safeguarding
the welfare of its pupils, although update training for some staff is overdue. Checks
on staffing are thorough and meticulous. The school promotes equal opportunities
well as different groups of pupils are monitored well, gaps between pupils’
attainment are reducing and discrimination is not tolerated. Although the promotion
of community cohesion is good, pupils’ awareness of others’ backgrounds and beliefs
in contrasting communities across the United Kingdom is a weaker aspect of their

These are the grades for leadership and management

Inspection report: Perry Hall Primary School, 22–23 November 2011 8 of 14

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

The effectiveness of leadership and management in embedding ambit ion and
driving improvement
Taking into account:
The leadership and management of teaching and learning


The effectiveness of the governing body in challenging 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 1
The effectiveness of partnerships in promoting learning and well-being 1
The effectiveness with which the school promotes equality of opportunity and
tackles discrimination
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for

Early Years Foundation Stage

Children attain well during their time in Reception. They make good progress in their
personal development and good relationships are evident. Staff know the children
well because links with parents, carers and pre-schools are good and induction
arrangements are effective. There is a good balance of activities directed by the
teacher and those which children can choose for themselves. Children show a good
sense of responsibility and sustained concentration when directing their own
learning. Their behaviour is very good, both when listening to adults and when
interacting freely with other children. Children demonstrate good skills in identifying
and sounding out letters. Teaching of these basic reading and writing skills is good
and activities are well planned. There is a strong commitment to enabling children to
learn through structured play activities, both in the classroom and outdoors. The
school has made some improvements to the outdoor learning area since the last
inspection and this has enhanced provision to some extent, although some activities
and resources outside are not as enticing as those within the classrooms. When staff
engage children in imaginative activities, such as a space rocket mission or a visit to
the shops to buy food, the children respond enthusiastically and can sustain
concentration for long periods. Some good examples of incorporating writing
challenges into these role-play activities encouraged children to use early writing
skills for a purpose. Assessment of children's development is used well to track
progress and plan new experiences. Children's well-being is well managed and good
welfare procedures are in place.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage
Taking into account:


Inspection report: Perry Hall Primary School, 22–23 November 2011 9 of 14

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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

The level of return to the Ofsted questionnaire was above average. Parents and
carers are extremely positive about the school, especially in how well it cares for
their children, the quality of teaching and support and the way the school is led and
managed. Although the number of questionnaires voicing concerns was few, one
issue recurred in a number of responses which was the way pupils are dismissed at
the end of the day, which some parents and carers feel could be modified or
reviewed to better effect. The school recognises that this is an issue of concern for
some parents and is keen to work in partnership to resolve the matter. However,
there were very many supportive views expressed, such as, 'My child loves school',
'Happy, confident children' and 'A real community feel about the school'.

Inspection report: Perry Hall Primary School, 22–23 November 2011 10 of 14

Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Perry Hall Primary School to
complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection team received 180 completed questionnaires by the end of the on-site inspection. In
total, there are 419 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 response 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%.

Statements Strongly
Agree Disagree disagree
Total % Total % Total % Total %
My child enjoys school 136 76 44 25 0 0 0 0
The school keeps my child
121 68 52 29 4 2 0 0
The school informs me about
my child’s progress
87 49 83 46 8 4 1 1
My child is making enough
progress at this school
91 51 80 45 8 4 0 0
The teaching is good at this
101 56 75 42 0 0 0 0
The school helps me to
support my child’s learning
88 49 83 46 7 4 0 0
The school helps my child to
have a healthy lifestyle
92 51 80 45 5 3 0 0
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
73 41 81 45 7 4 0 0
The school meets my child’s
particular needs
84 47 83 46 5 3 0 0
The school deals effectively
with unacceptable behaviour
82 46 79 44 8 4 1 1
The school takes account of
my suggestions and
72 40 88 49 7 4 1 1
The school is led and
managed effectively
104 58 71 40 1 1 0 0
Overall, I am happy with my
child’s experience at this
113 63 64 36 1 1 0 0
Inspection report: Perry Hall Primary School, 22–23 November 2011 11 of 14


What inspection judgements mean

Grade Judgement Description
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
Nursery schools 43 47 10 0
Primary schools 6 46 42 6
14 36 41 9
Sixth forms 15 42 41 3
Special schools 30 48 19 3
Pupil referral
14 50 31 5
All schools 10 44 39 6

New school inspection arrangements were introduced on 1 September 2009. This means 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.

Inspection report: Perry Hall Primary School, 22–23 November 2011 12 of 14

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,
    through partnerships.
  • 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.

Inspection report: Perry Hall Primary School, 22–23 November 2011 13 of 14

24 November 2011
Dear Pupils

Inspection of Perry Hall Primary School, Orpington BR6 0EF

A big thank you to everyone at the school for all your help during the inspection. We
were very impressed by your friendliness and how polite you are. The school council
was keen to tell us about all the good things that go on. We are very pleased to
judge that your school is an outstanding school because the standards reached by
pupils by the time they leave Year 6 are consistently high. That does not mean it is
perfect, but it does mean you can be very proud of it indeed.
We think the school continues to help you to do so well because it takes excellent
care of you and is helping you to grow up as caring, sensible and considerate young
people. We were particularly impressed by your excellent attitudes to learning and
your excellent behaviour in and out of class.
Your school makes your learning interesting and arranges exciting events throughout
the year for you to get involved in. It is also good at giving children support if they
are finding the work difficult. It has excellent links with your parents and carers and
with other schools.
All this is possible because the headteacher, staff and governors make an excellent
team. They are always looking for new ways to make the school even better. We
have asked them to develop your learning even more by helping you find out more
about how people live in other parts of the United Kingdom. We have also asked that
all of the teachers use challenging questions in their lessons to really make you think
and ensure that activities are always well chosen to help you make even better
I hope you continue to enjoy your time at Perry Hall and keep working hard to make
your school successful.
Yours sincerely
Maureen Wright
Lead inspector

Inspection report: Perry Hall Primary School, 22–23 November 2011 14 of 14


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