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Sir John Heron Primary School

Sir John Heron Primary School
School Road
Manor Park
London
E125PY

020 85149860

Headteacher: Mrs Rani Karim

School holidays for Sir John Heron Primary School via Newham council

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494 pupils aged 2—10y mixed gender
420 pupils capacity: 118% full

240 boys 49%

≤ 233y204a104b84c105y266y317y298y459y2910y31

250 girls 51%

≤ 243y274a114b64c95y346y297y318y439y2910y29

Last updated: June 20, 2014


Primary — Community School

URN
132789
Education phase
Primary
Establishment type
Community School
Establishment #
2101
Open date
Sept. 1, 2001
Reason open
New Provision
OSGB coordinates
Easting: 542595, Northing: 185608
GPS coordinates
Latitude: 51.551, Longitude: 0.055263
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 27, 2012
Region › Const. › Ward
London › East Ham › Little Ilford
Area
Urban > 10k - less sparse
Free school meals %
16.60

Rooms & flats to rent in Newham

Schools nearby

  1. 0.2 miles Avenue Primary School E126AR (866 pupils)
  2. 0.2 miles Sheringham Primary School E125PB (627 pupils)
  3. 0.2 miles St Winefride's RC Primary School E126HB (346 pupils)
  4. 0.2 miles Avenue Infant School E126AR
  5. 0.2 miles Sheringham Primary School E125PB
  6. 0.3 miles Sheringham Nursery School & Children's Centre E125PB (166 pupils)
  7. 0.3 miles Dersingham Primary School E125QJ (654 pupils)
  8. 0.3 miles Little Ilford School E126ET (1319 pupils)
  9. 0.4 miles Salisbury Primary School E126TH (556 pupils)
  10. 0.4 miles Essex Primary School E126QX (979 pupils)
  11. 0.4 miles Essex Infant School E126QX
  12. 0.4 miles Essex Junior School E126QX
  13. 0.4 miles Salisbury Infant School E125AF
  14. 0.4 miles London Christian Learning Centre E125AD (64 pupils)
  15. 0.6 miles Kensington Primary School E126NN (505 pupils)
  16. 0.7 miles Monega Primary School E126TT (731 pupils)
  17. 0.7 miles Clarks Preparatory School IG13AF
  18. 0.7 miles Maytime Preparatory School IG13AF (12 pupils)
  19. 0.8 miles William Davies Primary School E78NL (256 pupils)
  20. 0.8 miles Uphall Primary School IG12JD (937 pupils)
  21. 0.9 miles Sandringham Infant School E78ED
  22. 0.9 miles Sandringham Junior School E78ED
  23. 0.9 miles Plashet School E61DG (1348 pupils)
  24. 0.9 miles Cleveland Junior School IG11EW (553 pupils)

List of schools in Newham

Ofsted report: Newer report is now available. Search "132789" on ofsted.gov.uk. latest issued Nov. 27, 2012.


Sir John Heron Primary School


Inspection report

Unique Reference Number132789
Local AuthorityNewham
Inspection number341341
Inspection dates18–19 November 2009
Reporting inspectorBrian Evans


This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of schoolPrimary
School categoryCommunity
Age range of pupils3–11
Gender of pupilsMixed
Number of pupils on the school roll438
Appropriate authorityThe governing body
ChairMr Andrew Baxter
HeadteacherMrs Rani Karim
Date of previous school inspection 6 March 2007
School addressSchool Road
Manor Park
London E12 5PY
Telephone number020 8514 9860
Fax number020 8514 9862
Email addressadmin@sirjohnheron.newham.sch.uk







Age group3–11
Inspection dates18–19 November 2009
Inspection number341341



ofsted.gov.uk

© Crown copyright 2009



Introduction


Introduction

This inspection was carried out by four additional inspectors. Inspectors visited 17 lessons and observed the school's work and pupils at play. They looked at pupils' books, the school's data on pupils' progress, the school improvement plan and records of the school's monitoring of teaching and learning. They evaluated the school's arrangements for safeguarding pupils, the policies and procedures for promoting equality and countering discrimination, and 104 parental questionnaire responses. Informal discussions with staff, pupils and parents also contributed to the evidence gained.

The inspection team reviewed many aspects of the school's work. It looked in detail at the following:

  • the effectiveness of safeguarding procedures
  • strategies for improving pupils' performance in writing
  • assessment methods and their impact on pupils' learning
  • how well leaders and managers at all levels, including governors, understand the school's strengths and weaknesses and help it to improve.

Information about the school


Sir John Heron Primary is a larger-than-average school. Pupils come from a very wide range of minority ethnic backgrounds. A very high proportion of pupils have English as an additional language and a higher proportion than average are eligible for free school meals. The school has resources for supporting children with profound and multiple learning difficulties. In addition, a high number of pupils have specific learning or emotional and behavourial needs. The proportion of pupils leaving or joining the school at times other than at the start of the school year is high. Early Years Foundation Stage provision is provided in the Nursery and Reception classes. Among a number of other awards, the school has Healthy School accreditation.



Inspection 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?

3


The school's capacity for sustained improvement

3


Main findings


Sir John Heron Primary School provides a satisfactory education for its pupils. Particular strengths include good quality provision in the Early Years Foundation Stage and that almost all parents confirm that their children feel safe at school. Pupils behave well and know how to lead a healthy lifestyle and to stay safe. Inspectors agree with the comments of a pupil that they are part of 'a happy school'. Teachers, support staff and all adults work effectively as a team to provide good support for pupils learning English as an additional language.

Children enter school with skills, knowledge and understanding that are well below the levels typical for their age. However, by the time they leave the Early Years Foundation Stage, they have made good progress. Throughout the rest of the school, pupils make satisfactory progress. As a result, attainment in English and mathematics is close to the national average by the time pupils leave at the end of Year 6. However, writing is a weakness as there are too few opportunities for pupils to practise their skills across the full range of their learning activities. This is now a high priority for all year groups. Well-structured action plans are in place to improve higher-level language skills, including spelling and sentence structure. These are having an impact on raising standards. The national tests at the end of Year 6 show a small rising trend over the past three years. Overall, achievement is satisfactory, but the higher attainers do not achieve as well as they should.

Pupils acquire a good vocabulary through speaking and listening, especially in discussions with their 'talking partners'. Attainment in mathematics, a key issue in the last inspection, has improved significantly because teachers have implemented an effective new scheme of work appropriate to the needs of all pupils. Investment in laptop computers has led to a rise in pupils' skills and confidence in using information and communication technology (ICT). Teaching varies from good to inadequate. Although there is much good practice, the teaching has a satisfactory impact on learning. Teachers and adults provide good support for pupils who have specific learning difficulties. Their support for pupils with profound and multiple learning difficulties enables these pupils to come to terms with the significant difficulties their disabilities, learning needs and life experiences cause. However, at times, the deployment of teaching assistants and adults by teachers in the classroom is not always effective.

The school is a good cohesive community. Pupils make good gains in their personal growth because they receive good care, guidance and support. The school council has an influential voice as, for example, in their recommendations to the school caterers on healthy foods. Partnership with parents is good. Through persistent work with families, attendance has improved and is now broadly average. The headteacher communicates clearly her vision for the school well. Priorities in the school's development plan such as writing and use of assessment are clear and all staff are involved in regularly reviewing progress on these issues and in setting new targets. She has been supported well by her staff and by an increasingly effective governing body. Thus, the school's capacity for sustained improvement is satisfactory.


What does the school need to do to improve further?


  • Raise standards in writing throughout the school by providing more opportunities for pupils to use their writing skills for a range of purposes in different subjects.
  • Share existing good practice and ensure greater consistency among teachers in planning lessons that provide adequate challenge for more able pupils.
  • Improve the effectiveness of the learning support provided by adults in lessons.

Outcomes for individuals and groups of pupils

3


Pupils are eager learners and are given a good range of opportunities to develop their speaking and listening skills through discussions with each other and by reading aloud. In lessons, pupils contribute well when asked for their suggestions and opinions, which further enhances their skills. For example, in a music lesson pupils, enthusiastically led by one of their peers, achieved a high degree of competence in their choral work. Most average attainers and pupils with specific learning needs acquire new knowledge and skills at a satisfactory rate. Assessment information shows that teachers are good at ensuring that basic skills are understood by pupils. However, they also show that assessment is not used in many lessons to challenge the more able pupils to extend their thinking and become independent learners. Some good practice exists in providing extension work for the more able pupils but this is not being shared across all classrooms. The national test results also show writing standards to be below average, and this is a key priority for the school.

Pupils learning English as an additional language make good progress because adults in the school have had good training in developing their listening and speaking skills and in supporting reading development. Many arrive at school at other than the normal admission times and the school has good strategies to help them settle and to cope with their needs and those of their parents. Pupils with special educational needs and/or disabilities, including those with complex needs, make good progress because their needs are met well by knowledgeable adults linked to support from external agencies. The focus on mathematics in 2008/09 has been successful in raising standards and was confirmed by inspection evidence. Many parents attend workshops in order to support their children's learning. These are especially important when new schemes of work are introduced, as, for example, in explaining the school's approach to mathematics.

Parents state that their children feel safe in school. Pupils develop firm friendships with their classmates from different ethnic and religious backgrounds. Good spiritual, moral, social and cultural development underpins the school's work. There is respect and good will between pupils and adults, who represent a wide range of ethnic groups and those with considerable and complex special educational needs and/or disabilities. Music, especially choral work and sport, plays a large part in their school day. Pupils have the confidence to talk freely with adults in the school. Pupils are very keen to take on responsibilities and speak proudly of their contribution as good citizens. When asked about whether any racism occurred in school, the answer from the school council was an emphatic 'Never!' Last year pupils contributed to a very successful May Fair involving the school and a fun Maypole activity. The school's learning mentor works with a host of external agencies to provide effective support for families and their children.


These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning
Taking into account:
          Pupils' attainment¹
          The quality of pupils' learning and their progress
          The quality of learning for pupils with special educational needs and/or disabilities and their progress
3
3
3
2
The extent to which pupils feel safe1
Pupils' behaviour2
The extent to which pupils adopt healthy lifestyles2
The extent to which pupils contribute to the school and wider community2
The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being
Taking into account:
          Pupils' attendance¹
3
3
The extent of pupils' spiritual, moral, social and cultural development2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low


How effective is the provision?


An impressive strength in teaching, given the wide range of abilities and needs in each class, is the teachers' good classroom management. Most pupils with special educational needs and/or disabilities and those learning English as an additional language make at least satisfactory progress and often good progress because the work is matched to their needs. Overall, teaching is satisfactory because assessment data are not yet used skilfully enough to support the needs of higher attainers. Opportunities to focus on the appropriate next stage of learning for an individual pupil are sometimes missed. Not all teachers deploy the adults supporting learning in their classroom effectively enough, particularly when individual pupils who receive additional support are absent.

The good curriculum motivates pupils and engages them well. It is continually evolving to match pupils' aptitudes and interests. It provides well for music, within and beyond the classroom, and for sport, and reflects the cultural backgrounds of pupils. Vulnerable pupils experience success because of carefully matched individual learning programmes. Teachers benefit well from sharing new ideas and good curriculum practice with their links with other local schools. Contact with other nurseries and a local secondary school enable a smooth transition from one phase to another. Many pupils take advantage of a good range of clubs, and all enjoy numerous visits and visitors that make learning meaningful. These include a residential experience for older children.

The learning mentor plays a crucial role alongside teachers and support staff in providing good care, guidance and support. He works regularly alongside parents to improve their children's attendance and emotional health. Pupils happily turn to him or another adult when they have a problem. Links with external agencies are effective and add to the good quality care, support and guidance provided for pupils.


These are the grades for the quality of provision

The quality of teaching
Taking into account:
          The use of assessment to support learning
3
3
The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships2
The effectiveness of care, guidance and support2


How effective are leadership and management?


The experienced headteacher has managed some difficult staffing changes over the past three years well and has ensured that the school has continued to make satisfactory progress in raising attainment. A number of new middle managers have been appointed and are establishing a good team approach. Good tracking and analysis of pupils progress are used effectively to identify and bridge gaps in pupils' learning. More effective use of assessment by teachers is recognised as a key element in the monitoring and support of learning in the classroom by senior managers. Managers are ambitious to raise standards further and are working hard to sustain the trend of satisfactory improvement over the past three years in key areas. Their work is underpinned well by an effective approach to promoting equality and close monitoring of discrimination in all its forms.

A relatively new governing body has settled in well and has initiated strategies which hold the school to account while contributing to the positive ethos within the school. Good links have been formed with communities in this country and internationally. These national and international links help to develop pupils' understanding of the multicultural world well. Close attention is paid to ensuring that the school's safeguarding procedures meet requirements and are rigorous, and that statutory duties are reviewed regularly. Well-organised documentation, risk assessments and detailed records ensure that the children are cared for appropriately. Policies and procedures and their impact are updated regularly to ensure that they reflect good practice, and are followed consistently by staff.


These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambition and driving improvement
Taking into account:
          The leadership and management of teaching and learning
3
3
The effectiveness of the governing body in challenging and supporting the
school so that weaknesses are tackled decisively and statutory responsibilities met
3
The effectiveness of the school's engagement with parents and carers2
The effectiveness of partnerships in promoting learning and well-being2
The effectiveness with which the school promotes equality of opportunity and tackles discrimination2
The effectiveness of safeguarding procedures2
The effectiveness with which the school promotes community cohesion2
The effectiveness with which the school deploys resources to achieve value for money3


Early Years Foundation Stage


The Early Years Foundation Stage leader and her colleagues work effectively as a team, tracking individuals, identifying learning needs and ensuring that their interventions support good progress. Attainment on entry to the nursery is well below that typically seen, especially in language and communication. However, children make good progress across all areas of learning, although many remain below the level expected in communication skills by the time they enter Year 1.

In Nursery and in Reception, children display good behaviour and positive attitudes to learning. Relationships are respectful and this contributes significantly to the children's personal, social and emotional development. As a result, children feel safe and secure and are able to ask for help when they need it. Adults are sensitive to their needs and children's activities are a good balance between those led by adults and those initiated by the children. They make good progress in their physical and creative development and in their knowledge and understanding of the world around them. Outdoor play provides further opportunities to develop their skills across all areas of learning. Children play in a lovely, bright learning environment and move freely between indoor and outdoor activities. There are thorough approaches to assessment, with all adults contributing information to children's individual learning profiles. Several children with specific learning difficulties and with more complex needs make good progress from their starting points. Children make good progress in their learning and development because the staff work closely with parents to provide high levels of care.


These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early 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
          Stage
2
2
2
2


Views of parents and carers


In their responses, the overwhelming majority of parents and carers were very positive about their children's safety and how much they enjoyed school. Parents' and carers' views reflect the inspection findings. A few parents have concerns about staffing and its impact on pupils' progress, as well as the communication between school and parents and pupils' behaviour. Inspectors judged pupils' behaviour to be good in lessons and around the school. The quality of care and support for pupils who have specific learning or emotional needs and those with complex needs was highly praised by parents and carers, as was the assistance for pupils who speak English as an additional language.



Responses from parents and carers to Ofsted's questionnaire


Ofsted invited all the registered parents and carers of pupils registered at Sir John Heron 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 104 completed questionnaires by the end of the on-site inspection. In total, there are 438 pupils registered at the school.


StatementsStrongly
agree
AgreeDisagreeStrongly
disagree
Total%Total%Total%Total%
My child enjoys school655337362200
The school keeps my child safe585642422200
My school informs me about my child's progress514947454422
My child is making enough progress at this school444249476633
The teaching is good at this school565440382255
The school helps me to support my child's learning434149475555
The school helps my child to have a healthy lifestyle535147451100
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 employment)313062604422
The school meets my child's particular needs323159576622
The school deals effectively with unacceptable behaviour37365048111133
The school takes account of my suggestions and concerns24236159121244
The school is led and managed effectively383746446677
Overall, I am happy with my child's experience at this school514943418800

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%.



Glossary


What inspection judgements mean


GradeJudgementDescription
Grade 1OutstandingThese features are highly effective. An oustanding school provides exceptionally well for all its pupils' needs.
Grade 2GoodThese are very positive features of a school. A school that is good is serving its pupils well.
Grade 3SatisfactoryThese features are of reasonable quality. A satisfactory school is providing adequately for its pupils.
Grade 4InadequateThese 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 improves.

Overall effectiveness of schools inspected between September 2007 and July 2008


Overall effectiveness judgement (percentage of schools)
Type of schoolOutstandingGoodSatisfactoryInadequate
Nursery schools395830
Primary schools1350334
Secondary schools1740349
Sixth forms1843372
Special schools2654182
Pupil referral
units
755307
All schools1549325

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 were reported in the Annual Report of Her Majesty's Chief Inspector of Education, Children's Services and Skills 2007/08.

Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.



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 school.

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 improvement.
  • Outcomes for individuals and groups of pupils.
  • The quality of teaching.
  • The extent to which the curriculum meets pupils' needs,  including, where relevant, through partnerships.
  • The effectiveness of care, guidance and support.
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.



This letter is provided for the school, parents and
carers to share with their children. It describes Ofsted's
main findings from the inspection of their school.


20 November 2009

Dear Pupils

Inspection of Sir John Heron Primary School, London E12 5PY

Thank you very much to all of you who spoke to us in lessons, around the school and in the special meetings we had. Sir John Heron provides a satisfactory education for you all. We know that your school takes your views seriously and so do we. You are a very friendly community who get on well with one another.

These are some of the other things that we found.

  • All the adults in school work hard to care for you and ensure you are safe.
  • You enjoy learning and make satisfactory progress.
  • Many of you take part in different activities during lunchtime and after school.
  • You are very aware of healthy lifestyles and also gave us a great many examples of your contributions to music, sport and drama and in the community, such as the successful May Fair.
  • We saw a great many impressive examples of how you help and support one another as we moved around the school.

We discussed with the headteacher and teachers the most important things they need to do to make the school even better. We have asked them to do three things.

  • Improve your language skills even further and continue to focus on your writing in particular.
  • Challenge many of you, especially those of you who find learning easy, to achieve even higher standards.
  • Make sure that the adults who support your learning in the classroom are used as effectively as possible.

They will need your help to do these things, which we are very sure you will give.

Thank you again and good luck for the future.

Yours sincerely

Brian Evans

Lead inspector



Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 08456 404045, or email enquiries@ofsted.gov.uk.

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