Redbridge Primary School
phone: 020 85517429
head teacher: Ms Carel Buxton
630 pupils capacity: 113% full
360 boys 50%
360 girls 50%
Last updated: June 27, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Open date
- Sept. 1, 2006
- Reason open
- Result of Amalgamation
- OSGB coordinates
- Easting: 542260, Northing: 188915
- GPS coordinates
- Latitude: 51.581, Longitude: 0.051772
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 31, 2013
- Region › Const. › Ward
- London › Ilford North › Clayhall
- Urban > 10k - less sparse
- Free school meals %
- Redbridge Junior School IG45HW
- Redbridge Infants' School IG45HW
- Redbridge Infants' School IG45HW
- Redbridge Junior School IG45HW
- 0.3 miles Beal High School IG45LP (1773 pupils)
- 0.3 miles Beehive Preparatory School IG45ED (77 pupils)
- 0.3 miles Gosford Preparatory School IG45EB
- 0.3 miles Beal High School IG45LP
- 0.3 miles Beal Business Innvoation Hub IG45LP
- 0.4 miles SBK Independent School IG45DF
- 0.6 miles Hatton School and Special Needs Centre IG88EU (149 pupils)
- 0.7 miles Parkhill Junior School IG50DB
- 0.7 miles Parkhill Infants' School IG50DB
- 0.7 miles Cranbrook Primary School IG13PS (966 pupils)
- 0.7 miles Abeng International Independent School IG26JZ
- 0.7 miles Parkhill Infants' School IG50DB (377 pupils)
- 0.7 miles Parkhill Junior School IG50DB (365 pupils)
- 0.7 miles Stradbroke IG88HD
- 0.8 miles Gearies Junior School IG26TU
- 0.8 miles Gearies Infants' School IG26TF
- 0.8 miles Nightingale Primary School E181PL (735 pupils)
- 0.8 miles Wanstead High School E112JZ (1549 pupils)
- 0.8 miles Valentines High School IG26HX (1309 pupils)
- 0.8 miles Gearies Junior School IG26TU
Redbridge Primary School
College Gardens, Ilford, IG4 5HW
|Inspection dates||31 January – 1 February 2013|
|Overall effectiveness||This inspection:||Outstanding||1|
|Achievement of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| Pupils’ standards of attainment in reading, |
Outstanding teaching means that all pupils,
Pupils have very positive attitudes to school
writing and mathematics have been
consistently and significantly above average
for several years in all year groups. Higher
proportions of 11 year olds achieve
exceptionally well in English and mathematics
compared to pupils in other schools.
including disabled pupils, those with special
educational needs and those who benefit
from additional funding, make excellent
progress over time. The high quality of
teachers’ marking helps pupils to know very
precisely how to improve their work. Lessons
fully engage pupils and teachers interpret the
curriculum in imaginative ways that provide
rich experiences to which pupils respond
and are proud to talk about what they have
learned. Behaviour in lessons and around the
school is outstanding with pupils showing a
high degree of respect and care for each
| Pupils feel safe in school and have a good |
The school’s leaders and governors show a
Visits, visitors and a lively approach to topics
understanding of how to keep themselves safe
because activities like e-safety week have
made a strong impact on them.
relentless commitment to maintaining high
standards. The quality of teaching is monitored
frequently and support for its continuous
improvement is extensive and effective. The
impact on pupils’ progress is monitored
meticulously so that additional challenge or
further support can be provided for pupils
that draw upon several subjects contribute to
pupils’ social and cultural development as well
as academic achievement. The extensive range
of extra-curricular opportunities offered to
pupils promotes their personal development
and self-confidence excellently.
Information about this inspection
- Inspectors spent a total of 14 hours observing 34 lessons or parts of lessons led by 22 teachers.
Additional inspection activities included observations of pupils at break times and during whole-
- One lesson was observed jointly with the headteacher. Other senior leaders participated in visits
to classrooms to observe how well groups of pupils were learning and in sessions when the
inspectors examined the work in pupils’ books.
- Meetings were held with groups of pupils, representatives of the governing body, school leaders
and subject coordinators. A telephone conference was held with a representative of the local
- Inspectors took account of the 30 responses to the online questionnaire for parents and carers
(Parent View) as well as parents’ and carers’ views communicated through the school’s own
surveys and through informal discussions during the inspection. They also took account of the
views of the staff through meetings and responses to 32 staff questionnaires.
- Inspectors listened to pupils read and scrutinised samples of their workbooks.
- Inspectors looked at the school’s own attainment records for the current as well as previous
academic years in addition to published information on pupils’ achievement. They listened to
pupils reading, examined planning and monitoring documents as well as records relating to
pupils’ safety and welfare, including the school’s single central record of checks on staff, the
behaviour logs and records of pupils’ attendance.
|Patricia MacLachlan, Lead inspector||Additional inspector|
|Gillian Bosschaert||Additional inspector|
|Angela Podmore||Additional inspector|
|Fiona Robinson||Additional inspector|
|Sharona Semlali||Additional inspector|
Information about this school
- This school is much larger than the average size primary school. The Early Years Foundation
Stage comprises a Nursery and three Reception classes.
- A below average proportion of pupils are supported by additional funding through the pupil
premium, including those known to be eligible for free school meals, although their numbers
have risen over the past three years.
- The proportion of pupils from minority ethnic backgrounds, including those whose first language
is not English, is significantly greater than the national average. The largest groups in the school
are those of Pakistani, Bangladeshi and Indian heritage.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- Lower than average proportions of pupils are supported at school action and school action plus
or are disabled or have a statement of special educational needs. Statements or support at
school action plus are mostly for physical disabilities or profound and multi-sensory learning
What does the school need to do to improve further?
- Embed the use of information and communication technology (ICT) in history, geography and
science lessons in order to enhance and enrich pupils’ learning experiences in these subjects.
|The achievement of pupils||is outstanding|
- Children enter the Early Years Foundation Stage with skills broadly as expected for their age but
a sizeable minority are below their chronological age in their personal and language
development. Thanks to outstanding teaching, children quickly learn to cooperate happily with
each other and develop the ability to write short sentences with well-formed letters in Reception
- As pupils move through the school this rapid pace of learning is sustained because teaching is
consistently strong. As a result, pupils’ progress in reading, writing and mathematics exceeds
national averages in all year groups.
- Younger pupils read by recognising sounds and letters (known as using phonics) extremely
competently because teaching meets their needs very effectively. They attend weekly book
clubs with their parents and carers. Pupils of all ages enjoy reading and one pupil reflected the
views of nearly all when he commented, ‘I like reading a lot and will read my favourite books at
- Pupils make exceptional progress in Key Stage 2 because teaching is very precisely planned to
develop pupils’ knowledge and understanding, especially in English and mathematics. Teachers
often use engaging contexts to aid learning, for example, the creation of a polar museum to
house writing about explorers. By Year 6, pupils’ standards of attainment are significantly higher
than the national average in English and mathematics.
- Discrimination of any type is not tolerated and all pupils have equal opportunities to succeed.
This includes pupils of different ethnic heritage, disabled pupils, pupils with special educational
needs and those who are supported through additional funding (the pupil premium). Careful
monitoring of individual pupils’ work ensures that all pupils make equally strong progress. Those
who are supported through the pupil premium are achieving average point scores in Years 2
and 3 that actually exceed those of their classmates.
- Pupils enjoy applying their reading, writing and mathematics skills to different topics that draw
upon several subjects. However, the use of ICT to enhance and enrich pupils’ learning
experiences in subjects such as history, geography and science still needs to be developed.
|The quality of teaching||is outstanding|
- Teachers plan interesting lessons with appropriate levels of challenge for pupils of different
abilities. Tasks are set in meaningful contexts and draw on teachers’ strong subject
knowledge. For example, Year 4 pupils were challenged to use graphs to provide replacement
charts for a careless meteorologist. Pupils were soon discussing negative numbers and trends
confidently because their teacher questioned them so skilfully.
- Marking, especially in English and mathematics, is of a remarkably high quality and
consistency. It gives pupils the constructive feedback that they need to make the rapid
progress seen in their workbooks. Teachers’ suggestions for improvement are meticulous and
always help pupils to improve their work.
- Teachers use assessment information very effectively to plan tasks which are very well
matched to pupils’ different abilities. In the best lessons pupils choose their own success
criteria according to the level at which they are working. They then evaluate their work and
give evidence of their own progress.
- A wide repertoire of resources and techniques is used to engage pupils in writing. In a 1 Year
2lesson, music and a fire dance were used very successfully to set the scene for writing about
the Great Fire of London. In a Year 6 lesson, the brisk pace of the teacher’s probing
‘interviews’ of groups playing the role of passengers on the Titanic helped pupils to enrich the
vocabulary for their stories.
- All adults enthusiastically contribute to the very positive learning environment in the school. A
teaching assistant, for example, accompanied a small group of pupils into ‘Lifeboat 14’ and
elicited, with skilful questioning, the liveliest adverbs and metaphors for their story of the
sinking of the Titanic. In a Year 5 session, another teaching assistant dressed in a toga and
sandals to be interviewed by pupils during a lesson on ancient Rome and this really fired their
- Teachers develop excellent relationships with pupils. ‘In lessons, if I don’t understand
something, there is always a teacher who will help me’, was a common refrain by pupils.
|The behaviour and safety of pupils||are outstanding|
- Pupils’ attitudes to learning are exemplary because they are so engaged in their lessons and this
is reflected in their above average rate of attendance. ‘We love this school because learning is
fun’, one pupil commented. They are keen to discuss and record their own progress in special
- Pupils are extremely proud of their school ethos. They use sign language in assemblies so that
all pupils, including those with hearing impairments, feel included. Year 6 drummers enthralled
the younger children in their assembly and awards for good work and attendance are valued.
Older pupils have opportunities to become ‘pupil advocates’. They are selected after a rigorous
interview process and wear their special blazers with pride.
- Behaviour is outstanding and this is reflected in the way that pupils listen respectfully to each
other and make positive suggestions to their partners for improving their work. Similarly, in the
playground it is the pupil advocates and pupils who act as buddies who defuse potential
disagreements calmly and effectively.
- Children in the Early Years Foundation Stage move freely and sensibly in the outdoor learning
area to select their own activities, talking confidently about them. This is because staff
consistently plan interesting tasks.
- Pupils behave with the utmost courtesy towards adults. Visitors are made to feel very welcome
by the extremely effective pupil advocates who also act as leaders in ensuring calm, purposeful
movement by pupils at break times.
- Pupils say that they feel safe and very valued as individuals by school staff. Their parents and
carers agree. Pupils’ understanding of how to keep themselves safe is frequently reinforced
through assemblies and whole-school activities such as e-safety week.
- There is little or no bullying according to pupils, who are confident that if any bullying ever
takes place it is dealt with quickly and effectively. There have been no exclusions in the history
of the school and the whole-school focus is on rewarding positive behaviour.
|The leadership and management||are outstanding|
- The exceptional headteacher and her highly able leadership team has led the school very
effectively. The school’s capacity for further improvement is reflected in the way that the
school’s leadership has ensured that it has developed and sustained high-quality teaching since
the previous inspection. This has ensured that all pupils now thrive. All staff feel extremely well
supported by the school’s leaders and managers and were unanimous in expressing their pride
in being members of the successful school team.
- Well-established monitoring procedures of teaching work extremely well because teachers
benefit from insightful feedback. They are supported in making further improvements to their
teaching skills not only by talented subject leaders but also by senior leaders working alongside
them in their classrooms. There is a continuous drive for self-improvement. Teachers are happy,
for example, to share videos of their lessons with colleagues to elicit ideas for increasing their
impact on pupils’ progress.
- The school has developed a strong partnership with parents and carers who hold it in high
regard. Workshops offered to help parents and carers to support their children’s reading and
mathematical development are valued and working parents and carers have begun to ask for
- The curriculum promotes pupils’ spiritual, moral, social and cultural development exceptionally
well. Assemblies and curriculum topics incorporate different cultures and faiths. Visits and
visitors contribute to widening pupils’ horizons. Authors, athletes and actors have all visited the
school and stimulated keen responses. Class visits to, for example, the Tower of London and
Anne Frank’s house in Amsterdam, bring history to life. All older pupils have lessons in how to
play musical instruments. These are funded by the school and performing for others boosts
pupils’ self-esteem. The stunning corridor displays, with reconstructions of the Titanic cabins for
example, inspire high-quality writing.
- Confident of the school’s remarkable leadership, the local authority maintains a light touch with
an annual check of pupils’ outcomes and the external reviews commissioned by the school.
Training for newly qualified teachers and subject leaders is provided by the authority and the
school has been asked to offer guidance for other schools in the borough.
- The governance of the school:
The governing body knows the standards of achievement and teaching in the school well
because the headteacher provides focused and frequent reports. Governors are determined that
the school will not rest on its laurels. They make termly monitoring visits to the school and
prepare formal reports on their designated curriculum or managerial areas. Governors carefully
monitor the school’s improvement planning, based on an accurate understanding of how pupils
are performing compared with national standards. The school’s appraisal policy includes a clear
link between performance management, teachers’ pay progression and the progress of the
pupils they are accountable for. Frequent checks are made to ensure that pupil premium
funding is spent on the intended groups and governors regularly receive reports from the
headteacher concerning the impact made by the funds. Governors monitor procedures for
safeguarding pupils very well. A training programme equips governors to monitor pupils’
performance and set school targets. Governors are involved in developing home-school links,
for example weekly attendance at homework meetings, to encourage parents and carers to
read with and support their children.
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||127046|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||713|
|Appropriate authority||The governing body|
|Date of previous school inspection||18–19 March 2008|
|Telephone number||020 8551 7429|
|Fax number||020 8550 0455|