School etc

Priestmead Primary School and Nursery

Priestmead Primary School and Nursery
Hartford Avenue

phone: 020 89075434

acting headteacher: Mrs Elaine Kerl


school holidays: via Harrow council

690 pupils aged 3—10y mixed gender
682 pupils capacity: 101% full

370 boys 54%


320 girls 46%


Last updated: June 18, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 516813, Northing: 189875
GPS coordinates
Latitude: 51.596, Longitude: -0.31498
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 16, 2011
Region › Const. › Ward
London › Harrow East › Kenton West
Urban > 10k - less sparse
SEN priorities
ASD - Autistic Spectrum Disorder
Investor in People
Committed IiP Status
Free school meals %

rooms to rent in Harrow

Schools nearby

  1. Priestmead First School and Nursery HA38SZ
  2. 0.4 miles St Joseph's Catholic Primary School HA37LP (430 pupils)
  3. 0.6 miles Belmont School HA37JT (535 pupils)
  4. 0.6 miles Elmgrove Junior School HA38LU
  5. 0.6 miles Belmont First School HA37JT
  6. 0.6 miles Elmgrove Primary School & Nursery HA38LU (722 pupils)
  7. 0.6 miles Park High School HA71PL
  8. 0.6 miles Park High School HA71PL (1606 pupils)
  9. 0.8 miles Kenmore Park Junior School HA39JA (394 pupils)
  10. 0.8 miles Stanburn Junior School HA72PJ
  11. 0.8 miles Kenmore Park Infant and Nursery School HA39JA (359 pupils)
  12. 0.8 miles Stanburn Primary School HA72PJ (733 pupils)
  13. 0.8 miles Glebe Primary School HA39LF (575 pupils)
  14. 0.8 miles Tcs Tutorial College Ltd HA37RR
  15. 0.9 miles St Gregory RC High School HA30NB (1116 pupils)
  16. 0.9 miles The Sacred Heart Language College HA37AY (742 pupils)
  17. 1 mile Whitchurch First School and Nursery HA72EQ (324 pupils)
  18. 1 mile Whitchurch Junior School HA72EQ (369 pupils)
  19. 1 mile Nisai Virtual Academy Ltd HA11XB
  20. 1.1 mile Uxendon Manor Primary School HA30UX (477 pupils)
  21. 1.1 mile Whitefriars Community School HA35RQ (473 pupils)
  22. 1.1 mile Weald Junior School HA37DH (379 pupils)
  23. 1.1 mile Weald Infant and Nursery School HA37DH (354 pupils)
  24. 1.1 mile Salvatorian Roman Catholic College HA35DY

List of schools in Harrow

Age group 3–11
Inspection date(s) 15–16 November 2011
Inspection number 372958

Priestmead Primary and Nursery School

Inspection report

Unique Reference Number 102195
Local Authority Harrow
Inspect ion number 372958
Inspect ion dates 15–16 November 2011
Report ing inspector Marion Wallace

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 3–11
Gender of pupils Mixed
Nu mber of pupils on the school roll 683
Appropriate authority The Governing Body
Chair Keith Savage
Headteacher Brian Robertson
Date of prev ious school inspection 12–13 March 2007
School address Hartford Road
Telephone number 020 8907 5434
Fax number 020 8909 1603
Email address reveal email: off…


This inspection was carried out by three additional inspectors. They observed 24
teachers in 30 lessons, and held meetings with parents and carers, groups of pupils,
members of the governing body, and staff. Inspectors observed the school’s work,
and looked at its improvement plan and those of the subject departments, minutes
of governing body meetings, assessment information and curriculum planning. In

addition, they carried out a scrutiny of pupils’ work, listened to to pupils reading and

analysed 279 questionnaires received from parents and carers. The Rainbow
Resource unit for pupils with special educational needs who are on the autistic
spectrum was also inspected.

The inspection team reviewed many aspects of the school’s work. It looked in detail

at a number of key areas.

  • Inspectors analysed how well pupils with special educational needs in the unit
    are integrated into the mainstream school.
  • The progress made by more-able pupils in reading at Key Stage 1.
  • Inspectors investigated how well children in Reception use the new outdoor
    area to enhance learning in all areas.
  • How well groups of pupils make progress in mathematics at Key Stage 2.

Information about the school

Priestmead Primary School and Nursery is a very large primary school situated in
Kenton, Harrow. The overwhelming majority of pupils are from minority ethnic
groups and the predominant group is Indian. The percentage of pupils who speak
English as an additional language is well above average and a small minority of
pupils are in the early stages of learning to speak English. The percentage of pupils
supported at school with special educational needs and/or disabilities is well above
average, but the percentage of pupils with a statement of special educational needs
is average. The proportion of pupils known to be eligible for free school meals is
below average. The Early Years Foundation Stage provision is in a Nursery unit and
three Reception classes. A Rainbow Resource base was opened in spring 2011 to
accommodate up to 12 pupils on the autistic spectrum. There are five Key Stage 1
pupils currently attending the centre. The Priestmead First School and Priestmead
Middle School amalgamated to form Priestmead Primary School in January 2010.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, 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 1

Main findings

Priestmead is an outstanding school where pupils of all abilities consistently achieve
extremely well. Pupils and their parents and carers greatly appreciate the high quality
care and enjoyable learning opportunities. One parent summed up the school by
saying, ’Priestmead is a wonderful school in many ways; children look forward to

school every day.’ Pupils were unanimous in their positive comments and could not

fault the school in any way. One pupil confidently reflected the views of his
colleagues when he said, ’I know a lot because I learn a great deal in lessons; our

teachers do a really good job.’

These are the key strengths of the school.

  • All groups of pupils make excellent progress and consequently standards in
    English, mathematics and science are well above those expected by the end of
    Key Stage 2 because the quality of teaching and learning is good or better.
  • The quality of singing and music is superb and is recognised locally and
    nationally. The school choir was invited to sing at Prince Charles’ birthday party
    and world music festivals.
  • Relationships are extremely strong, the school ethos is very warm and
    welcoming, and pupils make excellent gains in their personal development.
  • Excellent attendance contributes significantly to pupils’ achievement.
  • The Rainbow Centre for children with autism is an outstanding resource centre,
    which enables vulnerable pupils to become more independent and to make
    excellent progress in all areas of their development.
  • The provision in the Early Years Foundation Stage is good. Parents and carers
    particularly appreciate the smooth induction into school life because all staff are
    friendly and approachable.
  • Care, guidance and support are extremely strong, so pupils behave superbly
    well and are mature, sensible and enthusiastic learners. A pupil commented,
    ‘The school is very good at helping children who get a bit behind with their
  • The curriculum meets the needs of all pupils extremely well and consequently
    they develop an excellent attitude to their learning. Music, art, physical
    education (PE) and information and communication technology (ICT) are
  • The headteacher and governing body lead the school exceptionally well and
    have a very clear vision for its future improvement. They have steered the
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
    school extremely well through the amalgamation process.
  • Excellent links with parents and carers, the local community and external
    agencies contribute very effectively to the provision.
  • Community cohesion is excellent at school, community, national and
    international levels.
    The key areas to develop are as follows.
  • Although children make good progress in the Early Years Foundation Stage,
    adults sometimes miss opportunities to challenge and extend children’s
    mathematical learning in the outdoor environment.
  • Children make rapid gains in the Early Years Foundation Stage and Year 1
    learning to speak and listen but teaching children to link sounds and letters
    (phonics) sometimes lacks pace.
    There is an excellent commitment from all staff to provide each pupil with the very
    best possible education. Equality of opportunity and the elimination of discrimination
    are pursued determinedly. There is also a continual drive for improvement. The very
    effective systems for evaluating the strengths and further areas for development of
    the school are playing their part in sustaining high standards over time and adapting
    to changes within the school. The school’s excellent organisation and strong, shared
    vision demonstrate its outstanding capacity to continue moving forward.

What does the school need to do to improve further?

  • Ensure teachers consistently use the outdoor area in the Early Years Foundation
    Stage to fully challenge and extend children in all areas of learning.
  • Ensure the teaching of phonics in the Early Years Foundation Stage and Year 1
    is sufficiently challenging for all groups of children.
    From starting points that are much lower than the expected levels for their age, all
    groups of pupils make excellent progress by the time they leave in Year 6. This was
    seen in English, mathematics and science, but also in subjects such as music, art, PE
    and ICT. Most pupils are consistently challenged to aim high. Pupils with special
    educational needs and/or disabilities make excellent progress compared to their
    peers nationally. They develop confidence in all aspects of their work because they
    are encouraged and try their best at all times. Pupils with autism are extremely well
    integrated into lessons in mainstream classes because the amount of time spent on
    integration is skilfully increased. The school’s tracking and the inspection evidence
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
    indicate that all pupils are on course to reach or exceed their challenging targets.
    These outcomes are contributing extremely well to pupils’ future economic well-
    Pupils really enjoy learning because lessons are well planned and excellent
    relationships contribute to an exciting climate for learning. Writing is very good
    throughout the school and in subjects other than English. Pupils enjoy writing
    because they learn to take a pride in the quality of what they write and how they do
    it. Handwriting is neat and work is well presented. They learn to use description well
    and consequently writing is lively and interesting. Year 2 pupils use words such as
    ‘livid’, ‘surprised’ and ‘transformed’. They made good progress recording a
    conversation between characters from their reading book: one pupil wrote, ’Why is
    she in the village? I am very cross because the child did not do what he was
    supposed to do!’ Key Stage 1 pupils make good progress in learning to read and
    more-able pupils talk enthusiastically about their favourite books. Year 6 pupils
    skilfully write their arguments for and against children walking to school in
    preparation for their class debate. Their work demonstrates good health and
    excellent environmental awareness: one pupil wrote, ’Additionally we will be more
    healthy and fit because we will be getting our daily exercise. Moreover the school
    environment will become much better, as there will be less cars and, as a result less
    pollution in the atmosphere.’
    Pupils make excellent progress in mathematics. In a lively mental oral mathematics
    lesson there was a buzz of enthusiasm as Year 6 pupils were challenged to estimate
    the number of grapes in a large bowl. Pupils demonstrated outstanding mathematical
    awareness suggesting how they could calculate the average, mean, mode and
    median of the bowl of grapes. There was plenty of evidence of pupils using
    investigative work in mathematics. Year 6 pupils showed their working formulas
    clearly when working out seating arrangements for King Arthur and his knights.
    Excellent challenge resulted in Year 4 pupils singing a dynamic song in Arabic and
    English. High-quality music notation was seen in pupils’ written compositions. Pupils
    composed music in a range of genres from blues to jazz style. Year 4 pupils showed
    excellent knowledge of the pentatonic scale.
    Pupils thoroughly enjoy coming to school, and say they feel extremely safe because
    relationships are excellent and they can discuss with adults any problems they might
    have. They talk knowledgeably about maintaining a healthy lifestyle and there is an
    excellent range of clubs and activities that are well attended. Pupils make an
    excellent contribution to their school and local community. They celebrate their
    cultural diversity extremely well singing joyfully in different languages such as
    Gujarati, Arabic and Urdu. Pupils regularly raise money for charities. They reflect
    maturely on issues facing the world today. Their knowledge and awareness of other
    cultures, ethnicities and religions are extremely good.
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
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:
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’ behaviour 1
The extent to which pupils adopt healthy lifestyles 2
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:
Pupils’ attendance


The extent of pupils’ spiritual, moral, social and cultural development 1

How effective is the provision?

The majority of lessons observed during the inspection were good or outstanding.
Teachers use assessment information well to plan work that matches the needs of all
pupils. Those pupils with special educational needs and/or disabilities are challenged
extremely well. Teaching assistants support pupils with additional needs very
successfully so they make the same excellent progress as others. Teachers use

questions effectively to check pupils’ knowledge and understanding and give good

oral feedback to pupils on how to improve their work. Pupils know well what they
need to do to get to the next level in English and mathematics.
The pupils enjoy the curriculum immensely and this contributes to their growing
enthusiasm for learning. Literacy, numeracy and information and communication
technology skills are used extremely well in other subjects. The strong personal and

social education programme assists pupils’ personal development. There is an

exceptional range of after-school clubs and activities; these are popular and well
attended. Victorian and Asian weeks, visits to Royal Albert Hall and The Young
Shakespeare Theatre all provide the pupils with memorable experiences. Pupils are
very aware of the importance of looking after the world and its resources. New
initiatives in information technology are contributing to innovative curriculum design.
Pupils feel and say that the care, guidance and support are excellent. Support for
vulnerable pupils who need additional help is highly effective and the school works

extremely well with external support agencies in this respect. Pupils’ needs are


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

and 4 is low

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

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

central to the work of the school and all adults very effectively help children and their
parents and carers to get the best from learning through excellent communications.
Many parents commented on the excellent transition arrangements for children
entering the school in the Nursery and Reception and the excellent transition
arrangements when moving on to other schools. Work with parents and outside
agencies is exemplary.

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 headteacher is an excellent role model who inspires staff and pupils and leads
the school with competence and compassion. He is also a talented musician who
enthuses staff and pupils, and makes a very strong contribution in support of music
staff towards the high standards in singing and music. The headteacher is extremely
well supported by senior staff and middle managers who are very experienced
practitioners. The high standards in academic and personal development are a result
of very effective leadership and skilful management. Drive and ambition to develop
the school still further are extremely strong. There is very strong, enthusiastic
commitment from staff to provide each pupil with the best possible education.
Leaders have a very thorough understanding of the strengths and weaknesses of the
school. Pupils’ work is monitored rigorously; any pupils who need additional help are
supported extremely well.
The governing body supports staff and challenges the school extremely well. This
rigorous approach has steered the school very smoothly and efficiently through the
amalgamation and ensures school improvement initiatives are successful. Areas for
further development are clearly identified in the school improvement plan. Senior
leaders track progress extremely thoroughly and quickly identify any concerns such
as the slight dip in Key Stage 2 mathematics and the standards the more able reach
in Key Stage 1. Interventions and strategies put in place last year ensured an upward
trend at Key Stage 1 and current monitoring data show all pupils are on track in
The school promotes equalities expertly, as reflected in the profile of excellent
achievement across different groups. All safeguarding procedures and checks on
adults are excellent. Child protection, risk assessment and safeguarding procedures
are rigorous and all arrangements to ensure that children are safeguarded from harm

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

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

are highly effective. Closed-circuit television cameras contribute to site safety
extremely well. Excellent partnership links with parents and carers, local schools and

various support agencies contribute to the school’s excellent provision. The school

deploys its resources extremely well, particularly to improve provision for pupils who
need extra support or challenge. The cultural diversity of the school is highly valued
and the promotion of community cohesion is superb; consequently pupils develop an
excellent understanding of community at all levels.

These are the grades for leadership and management

The effectiveness of leadership 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 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 1
The effectiveness with which the school promotes community cohesion 1
The effectiveness with which the school deploys resources to achieve value for

Early Years Foundation Stage

Children settle extremely well into the Nursery and Reception classes because links

with parents, carers and the local community are excellent. A significant number of

children enter Nursery with no pre-school experience and speaking little or no
English. Children make good progress in both the Nursery and Reception classes in
all areas of learning and standards are broadly average when children enter Year 1.
Relationships are extremely strong and consequently children make excellent
progress in their personal, social and emotional development. Behaviour is excellent.
Children make good progress in their speaking and communication skills because
teachers encourage them to respond to individual questions and to talk about their
ideas. Personal aspects of care and welfare are exemplary and this contributes to a
very positive start. Staff provide interesting activities and children have good
opportunities to learn through activities led by adults and those they choose for
themselves. Good teaching, excellent links with parents and carers and extremely
well-planned induction arrangements contribute successfully to children’s enjoyment
of school. Opportunities for using the outdoor area to enhance all areas of learning
are developing well, considering the reception outdoor area was only opened this

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

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

term. Adults however, occasionally miss opportunities to challenge children in the
outdoor activities especially in their counting and number and shape recognition.
Nursery children make good progress learning to match sounds to the appropriate
musical instrument. Adults challenge them well to compare and talk about the
sounds. The teacher adjusted her voice well to the quiet and the loud sounds and
this helped the children link the instruments to the sound. Children in Reception learn
to cooperate well, especially in the role play areas. They talked excitedly in the dark
room about nocturnal animals staying awake all night. Constant dialogue ensures

children’s speaking and listening skills are at the forefront of their learning. Adults

however, occasionally miss opportunities to link sounds and letters.
Provision for children new to this country and children with special educational needs
is excellent and they make very good progress because of the quality of support they
receive. The provision is well led and managed.

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

There was a good response from parents and carers to the questionnaire. Most
parents are extremely happy with the school. They feel it is very welcoming and
friendly. The overwhelming majority say that their children enjoy attending and most
regard the school as extremely caring and supportive. They identify a number of
strengths including the strong leadership of the headteacher and the commitment
and dedication of the staff. The few criticisms were mainly to do with how the school

deals with unacceptable behaviour, how the school helps parents support their child’s

learning and how the school takes account of suggestions and concerns. Inspection
judged that the school is very effective in helping parents to support their child’s
learning and considering parents’ concerns. During the inspection any unacceptable
behaviour was dealt with extremely well.

Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Priestmead Primary and
Nurser y 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 279 completed questionnaires by the end of the on-site inspection. In
total, there are 683 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 159 57 112 40 5 2 0 0
The school keeps my child
147 53 115 41 9 3 2 1
The school informs me about
my child’s progress
93 33 161 58 19 7 6 2
My child is making enough
progress at this school
81 29 168 60 18 6 5 2
The teaching is good at this
93 33 167 60 10 4 5 2
The school helps me to
support my child’s learning
80 29 217 78 21 8 5 2
The school helps my child to
have a healthy lifestyle
77 28 174 62 20 7 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
76 27 160 57 19 7 0 0
The school meets my child’s
particular needs
70 25 175 63 21 8 3 1
The school deals effectively
with unacceptable behaviour
74 27 155 56 30 11 10 4
The school takes account of
my suggestions and
65 23 173 62 20 7 7 3
The school is led and
managed effectively
108 39 149 53 10 4 7 3
Overall, I am happy with my
child’s experience at this
112 40 152 54 7 3 5 2


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.

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.

19 November 2011
Dear Pupils

Inspection of Priestmead Primary and Nursery School, Harrow HA3 85Z

Thank you all very much for welcoming us to your school. We enjoyed talking with
you and your teachers. We will remember your excellent singing in assembly and
how extremely polite, well behaved and considerate you all were. You and your
parents and carers told us that Priestmead is an excellent school, and we agree.
These are the things we found that your school does particularly well.

  • You get off to a good start in the Nursery and Reception classes and make
    excellent progress through the school. You reach standards by the end of Year
    6 that are much better than most pupils of your age achieve, because teaching
    is good.
  • You all enjoy learning very much and your attendance is extremely high.
  • Your behaviour is excellent and you are extremely sensible. You know how to
    keep safe and can talk very knowledgeably about keeping yourselves fit and
  • You really enjoy and benefit from the many fun activities, clubs, visits and
  • Your school cares for you extremely well and teaches you a lot about how to
    care for others.
  • Your singing is superb and you all make excellent progress in learning to read
    music, play musical instruments and create your own music.
  • You have excellent links with people from all sorts of communities both in the
    United Kingdom and abroad.
  • Your headteacher and governors lead the school extremely well. All the staff
    work very effectively together as a team to make sure that Priestmead is a very
    safe and secure, fun place to learn.

There is one thing I have identified for staff and governors to improve.

  • Although you make good progress in the Early Years Foundation Stage, Year 1
    teachers sometimes miss opportunities to challenge children in their
    mathematical learning and in linking sounds and letters.

Thank you for a very enjoyable and memorable visit to your school and best wishes
for your future. You can all help by continuing to work really hard.
Yours sincerely
Marion Wallace
Lead inspector


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