Saxon Primary School Closed - academy converter Sept. 30, 2013
Headteacher: Mrs Mary Ellen McCarthy
reveal email address
School holidays for Saxon Primary School via Surrey council
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Close date
- Sept. 30, 2013
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 507068, Northing: 167665
- GPS coordinates
- Latitude: 51.398, Longitude: -0.46235
- Accepting pupils
- 4—11 years old
- Ofsted last inspection
- March 2, 2010
- Region › Const. › Ward
- South East › Spelthorne › Laleham and Shepperton Green
- Urban > 10k - less sparse
- Learning provider ref #
- Saxon Primary School TW170JB (243 pupils)
- 0.4 miles Manor Mead School TW178EL (84 pupils)
- 0.5 miles St Nicholas CofE Primary School TW179AD (551 pupils)
- 0.6 miles Littleton CofE Infant School TW170QE (89 pupils)
- 0.9 miles Thamesmead School TW179EE
- 0.9 miles Halliford School TW179HX (441 pupils)
- 0.9 miles Thamesmead School TW179EE (1014 pupils)
- 1.4 mile Laleham CofE VA Primary School TW181SB (420 pupils)
- 1.5 mile St Maur's School KT138NL
- 1.5 mile St George's Junior School Weybridge KT138NL (660 pupils)
- 1.6 mile St George's College Weybridge KT152QS (937 pupils)
- 1.6 mile Stepgates First School KT168HT
- 1.7 mile Stepgates Community School KT168HT (213 pupils)
- 1.7 mile St James CofE Primary School KT138PL (468 pupils)
- 1.7 mile St Charles Borromeo Catholic Primary School, Weybridge KT138JD (261 pupils)
- 1.7 mile Philip Southcote School KT152QH (115 pupils)
- 1.7 mile Weybridge CofE Middle School KT138PL
- 1.7 mile Claybourne School KT152QH
- 1.8 mile St Anne's Catholic Primary School KT168ET (457 pupils)
- 1.8 mile The Bishop Wand Church of England School TW166LT
- 1.8 mile Staplands Nursery and Tutorial KT139RD
- 1.8 mile Staplands Nursery Tutorial KT139RD
- 1.8 mile The Bishop Wand Church of England School TW166LT (1018 pupils)
- 1.9 mile Buckland Junior School TW181NB
Ofsted report transcript
Saxon Primary School
125111Unique Reference Number
2021 November 2007Inspection dates
Jennifer Smith HMIReporting inspector
This inspection was carried out under section 8 of the Education Act 2005 which gives Her Majesty's Chief Inspector
of Schools the authority to cause any school to be inspected. The inspection was also deemed a section 5 inspection
under the same Act.
PrimaryType of school
411Age range of pupils
MixedGender of pupils
Number on roll
The governing bodyAppropriate authority
Mr Ray VangoChair
Mrs Mary Ellen McCarthyHeadteacher
1 November 2006Date of previous school inspection
Briar RoadSchool address
01932 563035Telephone number
01932 566830Fax number
2021 November 2007Inspection dates
© Crown copyright 2007
This document may be reproduced in whole or in part for non-commercial educational purposes, provided that
the information quoted is reproduced without adaptation and the source and date of publication are stated.
Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must
provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost
of reproduction may be made for any other copies supplied.
Inspection Report: Saxon Primary School, 2021 November 2007
The inspection was carried out by one of Her Majesty's Inspectors and an Additional Inspector.
Description of the school
When Saxon Primary School was inspected in November 2006, it was judged to require special
measures. The school roll has fallen slightly since this inspection but has now stabilised. However,
it is a smaller than the average primary school. The majority of pupils in the school are White
British pupils. A higher proportion of pupils have special educational needs than the national
average. An interim headteacher managed the school from January 2007 until the end of the
summer term. A new substantive headteacher took up post in September 2007.
Key for inspection grades
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Overall effectiveness of the school
In accordance with section 13 (4) of the Education Act 2005, HMCI is of the opinion that the
school no longer requires special measures.
The overall effectiveness of the school is satisfactory with a number of good features, such as
the personal development of its pupils. Over the last two terms the school has made rapid
progress, especially under the dynamic leadership of the new headteacher. She has a clear
vision and provides good direction for the staff. This is recognised by the parents who spoke
to the inspectors during this inspection and who were also very positive in their response to a
school-initiated questionnaire. The views of many parents can be summed up by one who
reported that, 'The school is fantastic, my son is so happy and soaking up knowledge like a
sponge!' The school's close collaborative partnership with a neighbouring primary school has
significantly raised expectations of what can be achieved and this is now coming to fruition. A
significant number of staff changes have occurred over the last two years; staffing has now
stabilised. There is a real drive to ensure that pupils achieve well and enjoy school.
Standards attained in 2007 at the end of Year 2 were above average in reading and mathematics
and higher than they had been for several years. Writing remains significantly lower. Overall,
this represents largely good progress as a result of improvement in the quality of teaching and
learning and more robust tracking of pupils' progress. There were similar improvements in the
national tests for Year 6 in 2007 in mathematics and science, although the science results are
still significantly lower than the national average. Pupils' achievement is steadily improving
from their starting point and is now good by the end of Year 2 in mathematics and reading but
satisfactory in writing. By the end of Year 6 in 2007, pupils made satisfactory progress overall.
However, early indications from pupils' work seen in lessons in the current Year 6 suggest that
these pupils are now making good progress.
Pupils' personal development and well-being are good. Pupils enjoy coming to school and
report many positive changes this year. They are well behaved, and have a good attitude to
learning. Attendance has improved. The quality of teaching and learning is satisfactory and
improving. Better use of assessment strategies is beginning to help teachers to plan more
effectively to meet the needs of most pupils. However, some more able pupils are not always
sufficiently challenged. Although teachers have tracked pupils' progress well, pupils do not
always have targets clearly explained to them so that they can see the progress they are making
for themselves. The pastoral care and support for pupils are very good and pupils are provided
with very effective classroom help from teaching assistants.
The school has good capacity for further improvement because of the recent changes in
leadership and management, the greatly improved partnership with parents and the
improvements in teaching and pupils' achievement.
Effectiveness of the Foundation Stage
Children get off to a good start in the Reception class. They enter the school with skills and
knowledge that are lower than expected nationally and their writing and speaking skills are
especially weak. Good teaching ensures that they make good progress in all their areas of
learning. They are working in line with expectations in most areas, except for aspects of literacy
and numeracy, when they enter Year 1. The classroom is spacious and very well organised to
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support lively interactive learning. For example, children were practising writing and talking in
an 'Indian restaurant' and learning about capacity by pouring rice into different containers.
Staff are well deployed and give good support to children through focus groups. They encourage
children to become independent through self-assessment. On occasion, however, they are not
quick enough to encourage children to work independently and to persevere with their learning.
Good management underpins very thoughtfully detailed planning and assessment, so work is
carefully matched to the needs of each child.
What the school should do to improve further
Ensure that the pupils are set clear targets that they understand and that will help them
improve their work.
Improve the standards in writing in Key Stage 1 and science in Key Stage 2.
Ensure that the highest attaining pupils are always sufficiently challenged in all areas of the
A small proportion of the schools whose overall effectiveness is judged satisfactory but which
have areas of underperformance will receive a monitoring visit by an Ofsted inspector before
their next section 5 inspection.
Achievement and standards
By the end of Year 2, pupils reach standards that are above the national average in mathematics
and reading but significantly below the national average in writing. Pupils are making increasingly
good progress but writing remains a concern.
In 2007, the standards reached at the end of Year 6 improved significantly in mathematics and
science from the previous years. English and mathematics were near the national average
although science results were still significantly below. Overall, pupils' achievement is now
satisfactory because of a more consistent approach to teaching, the setting of clear learning
objectives at the start of the lesson and better planning, assessment and marking. Regular
reading sessions have helped to improve pupils' skills in this area but writing remains weaker
than reading, and is a priority for improvement. Pupils with learning difficulties and disabilities
benefit from well-targeted support in lessons and this, supplemented by additional literacy
support, helps them make good progress.
Personal development and well-being
Pupils have a good sense of right and wrong and enjoy being given responsibilities such as
being chosen by their classmates as school council representatives. The large majority of pupils
enjoy their school experience, settle well in lessons and have a very good attitude to their
learning. Behaviour in class is good. Pupils are polite to visitors and behave well around the
school although a little noisily at lunchtime. Pupils really appreciate the good news assemblies
on Fridays, which provide excellent opportunities to build their self-esteem and to celebrate
good work and helpfulness. Pupils are growing in self-confidence in speaking in public and
have been given responsibility to shape the school's new behaviour code, which they understand
well and reflect in the way they conduct themselves. The spiritual dimension of pupils' learning
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Attendance has improved considerably since the last inspection because of encouragement
and reward systems. It is now a little above the national average and due to the changes at the
start of the day, very few pupils are now unpunctual. Pupils and parents report that bullying
is uncommon but any instances of poor behaviour or bullying are now dealt with very speedily
by the headteacher, and nipped in the bud. The swift action taken is well recorded and is a key
factor in the very calm and effective learning environment in the classrooms. A good number
of pupils eat and enjoy the healthy school lunches. Pupils understand the importance of healthy
Quality of provision
Teaching and learning
The quality of teaching has improved since the last inspection, because of well focused
monitoring and staff training. Teaching is now good in the Foundation Stage, and in a significant
number of lessons from Year 1 to Year 6; it is satisfactory overall. Teachers make learning
interesting and relevant by developing links between subjects. Pupils in Year 4, for example,
were enjoying writing reports of their recent history topic visit to Hampton Court. Teachers'
effective questioning helps pupils to develop their thinking and expand their answers. Pupils'
learning was particularly good where investigations were planned for example in science and
mathematics. Pace and challenge were previously identified as weaknesses and, whilst there is
improvement in these areas, these are still the weakest aspects of lessons. Marking has improved,
but it is still inconsistent across classes in informing pupils about their successes and assisting
them in revisiting areas of their work that are weaker. Pupils that are more able are not always
given sufficiently challenging work. However, teachers work hard to plan for the needs of most
pupils, including those who need support with their literacy, and as result all pupils make at
least satisfactory and sometimes good progress.
Curriculum and other activities
The curriculum has recently been reviewed in order to improve continuity and to match
appropriate materials to each year group in all subjects. The school recognises that further
curriculum review is necessary to ensure that each subject is taught in the best possible way
to suit the pupils. Sometimes, opportunities are missed to teach information and communication
technology through other subjects. There is a range of clubs, which focus particularly on sport,
and the curriculum is suitably enriched. For instance, there are a number of visits and school
journeys, and all Year 4 pupils learn to play the guitar.
Care, guidance and support
Relationships in the school are very good. Staff are good role models and the pupils therefore
feel very well cared for. All statutory safeguarding is in place and pupils say they feel safe and
know which adults to go to if they need help. Social and moral education is well taught and
the school is introducing a scheme to make sure that there is continuity in all aspects of pupils'
personal development. Academic target setting is less strong. Use of assessment information
is now better than it was at the last inspection and pupils have levelled targets for improvement.
However, these are not explained in words, so pupils are not clear what they have to focus on
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next to achieve these levels. The careful work undertaken by the headteacher in building very
effective links with parents has ensured that parents report their rapidly growing confidence
in the school as a happy and caring environment.
Leadership and management
The new headteacher has already brought in a number of substantial and important changes,
which have had a marked impact on the effectiveness of the school. Clear direction and vision
for the school have led to the rapid improvements this term. For example, the regular and very
informative newsletters have enabled parents and carers to feel very much partners in the
education of their children. A significant number of parents are now helping in the school and
their attendance at both parents' evenings and curriculum workshops has increased dramatically.
Parents really appreciate this new inclusive nature of the school.
The targets set by the school are now more realistic and reflect the drive for improved standards
and higher achievement of its pupils. These expectations, confirmed in teachers' performance
management targets, are supported by comprehensive staff development. The school's
self-evaluation is very thorough and effective steps are being taken to address areas of weakness.
The most significant change is the pupils' attitude to learning, which is very positive. Parents
report that their children are eager to come to school and are enjoying the regular homework
that is now set. The hard working staff are enthusiastic and committed to sharing the
Governance of the school is very good. Governors have developed a clear visiting policy and
now understand the strengths and weaknesses of the school very well. They visit the school
regularly and have, for example, been involved in looking at samples of pupils' work with the
headteacher to gain a clear picture of the progress being made.
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Any complaints about the inspection or the report should be made following the procedures set out
in the guidance 'Complaints about school inspection', which is available from Ofsted’s website:
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Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and
grade 4 inadequate
How effective, efficient and inclusive is the provision of education, integrated
care and any extended services in meeting the needs of learners?
Effective steps have been taken to promote improvement since the last
How well does the school work in partnership with others to promote learners'
2The effectiveness of the Foundation Stage
2The capacity to make any necessary improvements
Achievement and standards
3How well do learners achieve?
reached by learners
How well learners make progress, taking account of any significant variations between
groups of learners
2How well learners with learning difficulties and disabilities make progress
Personal development and well-being
How good is the overall personal development and well-being of the
2The extent of learners' spiritual, moral, social and cultural development
3The extent to which learners adopt healthy lifestyles
2The extent to which learners adopt safe practices
2How well learners enjoy their education
3The attendance of learners
2The behaviour of learners
2The extent to which learners make a positive contribution to the community
How well learners develop workplace and other skills that will contribute to
their future economic well-being
The quality of provision
How effective are teaching and learning in meeting the full range of the
How well do the curriculum and other activities meet the range of needs
and interests of learners?
3How well are learners cared for, guided and supported?
Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly
below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.
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Leadership and management
How effective are leadership and management in raising achievement
and supporting all learners?
How effectively leaders and managers at all levels set clear direction leading
to improvement and promote high quality of care and education
3How effectively leaders and managers use challenging targets to raise standards
2The effectiveness of the school's self-evaluation
How well equality of opportunity is promoted and discrimination tackled so
that all learners achieve as well as they can
How effectively and efficiently resources, including staff, are deployed to
achieve value for money
The extent to which governors and other supervisory boards discharge their
Do procedures for safeguarding learners meet current government
NoDoes this school require special measures?
NoDoes this school require a notice to improve?
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Text from letter to pupils explaining the findings of the inspection
3 December 2007
Inspection of Saxon Primary School,Shepperton,TW17 0JB
Thank you for making us so welcome when we came to inspect your school recently. We enjoyed
talking to you and joining you in your lessons. We were very pleased to see how much you now
like school. When your school was last inspected many things needed to be put right. This time,
we think that your school has worked hard to improve things for you. This is what we found
Saxon Primary School is providing you with a satisfactory education and many improvements
have been made lately. Mrs McCarthy is a good headteacher and is leading the school very well.
She and all the other adults work very hard to help you do as well as you can. You are keen to
learn in class and your teachers have high expectations of you. Teachers are good at explaining
things and they prepare interesting activities for you. We enjoyed looking at your work. Some
of the writing that Year 6 pupils read to us showed the good progress you are making, such as
this poem written by Milissa, aged 10.
'The snow gracefully runs down from the white skylike a musical dancer in the middle of the
school fieldthen it slowly melts away in the sun.'
The teachers and other staff look after you well and we were particularly pleased to hear from
you and your parents that you enjoy doing your homework, which you now get regularly; well
done! You told us that your new Friday 'good news' assembly helps you to appreciate each
other's good achievements and contributions to the school community. Many of you are making
a real effort in getting to school on time and your attendance has improved; in some classes,
it is now very good indeed.
We think that there are some things that would help your school become even better. We have
asked the school to help younger pupils to improve their writing and to help older pupils do
better in science. We have also asked the adults to tell you clearly what your targets are, so
that you can see the progress you are making for yourself. We also would like the work set to
really challenge all of you.
We wish you luck in the future and especially the new school council. We hope the school
council members will talk about this letter at their next meeting and then speak to the whole
school about it.
Her Majesty's Inspector
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