School etc

Sir John Heron Primary School

Sir John Heron Primary School
School Road
Manor Park

phone: 020 85149860

headteacher: Mrs Rani Karim

school holidays: via Newham council

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

Education phase
Establishment type
Community School
Establishment #
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
Urban > 10k - less sparse
Free school meals %

rooms 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

School report

Sir John Heron Primary School

School Road, London, E12 5PY

Inspection dates 27–28 November 2012
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
Leadership and management Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

Pupils achieve well and make good progress
Children enjoy the exciting and stimulating
Teaching is typically good as all teachers
and attainment in their reading and writing
by the time they leave. Pupils in the special
resource provision achieve well.
range of activities provided in the Early Years
Foundation Stage, particularly in the nursery.
have high expectations of pupils. Their
exciting use of technology in lessons
motivates pupils’ learning and teachers give
pupils clear guidance about how they can
improve their work.
The headteacher and senior staff have
Pupils’ spiritual, moral, social and cultural
succeeded in improving the school’s
effectiveness. Their determination to improve
teaching and pupils’ achievement has
development is good which results in their
great respect for all members of the school
community and good behaviour. Pupils say that
they feel safe and are very well cared for.
Pupils’ progress in mathematics is slower than
Teachers’ lesson plans do not always focus
in English.
sharply enough on giving pupils enough
opportunities to plan work and think for
Although governors support the school with
enthusiasm, they are not always clear in
knowing how to help it improve further.

Information about this inspection

  • The inspection team observed teaching in parts of 23 lessons. Four joint observations were
    conducted with the headteacher and deputy headteacher.
  • Discussions were held with senior staff, teachers, a representative of the governing body, a
    representative from the local authority, school’s improvement partner and pupils.
  • Inspectors analysed a range of documentation including the school’s self-evaluation, checks on
    performance, plans for improvement, day-to-day health and safety arrangements including
    checks on staffing, policies, the school’s website and records of pupils’ progress.
  • The inspection team took account of ten responses to the Ofsted on-line Parent View survey,
    along with the school’s survey of parents’ and staff views.

Inspection team

Kewal Goel, Lead inspector Additional Inspector
Peter Thrussell Additional Inspector
Clementina Olufunke Aina Additional Inspector
Ann Sydney Additional Inspector

Full report

Information about this school

  • Sir John Heron is a larger-than-average primary school with a part-time nursery. There are two
    classes in each year group from Reception to Year 6, except in Year 3 which has three classes.
  • The proportion of pupils from minority ethnic heritage is well above the national average, as is
    the proportion of those who speak English as an additional language.
  • The proportion of pupils supported through extra pupil premium funding is above the national
  • The proportion of disabled pupils and those with special educational needs supported by school
    action is slightly more than the national average.
  • The proportion of pupils with severe special educational needs, supported by school action plus
    or with a statement of special educational needs, is higher than normally found. In addition to
    the mainstream special educational needs children, the school has a resourced provision that
    caters for 23 pupils with profound and multiple learning difficulties.
  • The school is a member of a soft federation, which includes seven neighbouring primary schools,
    a children’s centre and the local secondary school.
  • The school was a member of the Get Set Network but still promotes the values of the Olympic
    and Paralympic movement.
  • In January 2012, the school achieved the national standard for Enterprise Education.
  • The school has been awarded the Gold Quality Mark from the Youth and Sports Trust for
    physical education and sports provision.
  • The school meets the current government floor standards, which set the minimum expectations
    for pupils’ attainment and progress.

What does the school need to do to improve further?

  • Improve the quality of teaching so that all teaching is consistently good or outstanding by:
    adapting planning in mathematics to take greater account of the needs of more able pupils
    teachers using strategies to make sure that pupils think more for themselves and develop
    skills in planning their work.
  • Help governors have a clearer understanding of how they can help the school improve still

Inspection judgements

The achievement of pupils is good
  • Children’s level of skills on entry is well below to those which are typical of four-year-olds.
    Children achieve well in the Early Years Foundation Stage because staff continuously assess their
    achievement and use this information to plan a wide range of interesting activities, well matched
    to their needs.
  • At Key Stage 1, pupils make good progress and their attainment is average in reading and
    mathematics and significantly above average in writing by the end of Year 2. Teachers ensure
    that pupils build well on this good foundation. At Key Stage 2, pupils build upon this good
    progress and attainment is above average in English and mathematics by the end of Year 6 but
    their skills in grammar are sometimes inconsistent.
  • Skilled and directed support for disabled pupils, those with special educational needs including
    pupils with profound and multiple learning difficulties in the special resourced provision, means
    they make good progress. Many have individually planned activities that meet their specific
    needs very well.
  • Those at the early stages of learning English make good progress and achieve well as they have
    good support both in class and by one-to-one support when needed.
  • The use of the extra pupil premium funding is effective, so that those pupils for who it provides
    support make good progress. The school uses the designated funds well to support these pupils,
    including individual learning sessions, special teaching programmes in English and mathematics
    and after-school extra-curricular activities.
  • All staff make sure that every pupil in the school gets an equal chance to succeed, while valuing
    the differences in their backgrounds and beliefs. This is central to the work of the school.
  • Pupils of all ages read widely. They are positive about their learning and working hard. Pupils
    who are capable of doing harder work rise to the challenges provided by their teachers, although
    this is not always the case in mathematics. This means their progress is occasionally slower. By
    the time they leave, however, pupils are well prepared for their time in secondary school.
The quality of teaching is good
  • Teachers have high expectations of what pupils can do. They plan interesting and motivating
    learning experiences and use skilful questioning. Teachers use resources, including technology
    such as interactive whiteboards and computers creatively and effectively, and make the learning
  • Teachers’ planning is thorough and takes into account fully the knowledge and skills pupils need
    to learn and build on their prior learning. They use pupils’ knowledge and skills well in grouping
    in the class for most subjects.
  • Teachers use a variety of approaches to meet and respond to pupils’ different learning needs. As
    a result, pupils are interested and motivated to learn and make good progress. For example, in
    Year 3, pupils responded really well to the teacher’s high level of challenge to create questions
    from a text from the point of view of a reporter.
  • Arrangements to provide specialist support and teaching for disabled pupils, those with special
    educational needs and pupils with profound and multiple learning disabilities, are highly effective
    and enable them to make good progress. For example, staff’s positive and sensitive response to
    pupils with profound and multiple learning difficulties ensures that those pupils are fully included
    in the lessons and no learning time is lost. Teaching assistants demonstrate excellent
    understanding of pupils’ needs and support them very effectively.
  • High quality marking of pupils’ work and constructive guidance by teachers involve pupils in
    deciding what to do next and how to influence their own learning. Pupils are given time to
    consider teachers’ comments and respond appropriately. Pupils take pride in what they do well
    and understand that they are responsible for making sure they do as well as they can.
  • While teachers generally plan well, they do not always adapt their planning in mathematics
    sufficiently to take greater account of the needs of more able pupils to raise their achievement.
  • Teachers manage pupils’ behaviour well. They create a positive climate for learning and promote
    pupils’ spiritual, moral, social and cultural development well. As a result, relationships are strong
    and pupils work well with one another.
The behaviour and safety of pupils are good
  • Pupils display consistently positive attitude to learning during lessons. Pupils take pride in
    presenting their work to high standards. They work collaboratively, listen to different points of
    view and share their ideas to help one another learn. There is no low level disruption in lessons.
  • Pupils show a very good awareness of different forms of bullying. For example, a pupil said, ‘If
    you observe bullying and do nothing, you are also to blame.’
  • Parents appreciate the way in which the school promotes high standards of behaviour. There
    have been no exclusions. Pupils say that instances of bullying of any kind are extremely rare, but
    the school is quick to act if it does.
  • Pupils are courteous and fond of the school. They attend regularly and are punctual. Attendance,
    although broadly average, is lower than it might be because some pupils take holidays in term
    time to maintain contact with families overseas.
  • Relationships are very good. Pupils behave well in lessons and around school. All pupils know
    they have a responsibility to care for others.
  • Pupils feel extremely safe and secure in the school. They told inspectors that if they have any
    concerns, teachers and other staff deal with them promptly.
  • Pupils have good opportunities to take responsibility. A class-based buddy system exists for new
    arrivals and for children who require support in the playground.
  • Children who have emotional difficulties, which impact on their behaviour, are supported
    through intervention programmes and the learning mentor.
  • There is a well-established system of managing behaviour, which is consistently followed across
    the school.
  • The school has a multi-use games area for younger and vulnerable children, which provides a
    secure space for groups of children to play active games safely.
The leadership and management are good
  • The headteacher and two deputy headteachers have a clear vision and drive to improve
    standards through systems for monitoring, assessment and knowledge of the daily practice
    within the school. Senior leaders and managers are determined to improve the school further.
  • Expectations are high and leaders have agreed clear and detailed long term plans. Progress in
    meeting the targets set out in these plans is constantly reviewed.
  • The school has very good systems to evaluate the quality of teaching and learning. Senior
    leaders provide clear guidance to teachers and teaching assistants on how to improve the quality
    of teaching and raise standards. Annual reviews of teachers’ performance, arising from checks
    on teaching and learning, are rigorous and provide challenging targets for teachers’
  • There is a good team spirit and staff work well together to plan so pupils have exciting activities
    to follow.
  • The school’s strong caring environment has a great impact on the daily life of the school, which
    results in high levels of pupils’ spiritual, moral, social and cultural development.
  • Safeguarding systems are robust and meet all statutory requirements. These are reviewed
    regularly and valued highly by pupils and parents and carers.
  • The exciting curriculum helps teachers to be creative and pupils to be imaginative in developing
    their knowledge and understanding across different subjects. Pupils’ experiences are enriched by
    a wide range of clubs, visits, music and sports coaching.
  • The local authority has taken a light touch approach to the school, given the school’s track
    record of performance.
  • The school is well resourced and allocated budgets in each area are monitored effectively.
    Robust procedures, which meet financial regulations, are in place to monitor spending.
  • Inspection questionnaires returned by members of staff show that the leadership of the school
    has full support. All members of staff provide good role models in consistently promoting the
    strong values and beliefs that permeate all aspects of school life.
  • The governance of the school:
    The governing body shares the same high expectations for all pupils as the senior leadership
    team and promotes equality of opportunity well. It has a good understanding of how pupils’
    performance compares to other schools. Governors oversee the budget effectively, and make
    sure the pupil premium additional funds are targeted effectively. Governors are supportive of
    the school and know that the overall provision is good, but they are not as clear about how
    they can challenge the school to the next level of effectiveness. The Chair of the Governing
    Body ensures that fellow members attend professional development training and this has been
    particularly effective in helping them understand budget issues. Governors know about the
    quality of teaching through visits and observations of lessons. They regularly discuss with
    senior leaders about performance of staff, how this is linked to salary and promotion and the
    steps leaders take to address underperformance.

What inspection judgements mean


Grade Judgement Description
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.

School details

Unique reference number 132789
Local authority Newham
Inspection number 402557

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
Number of pupils on the school roll 492
Appropriate authority The governing body
Acting Chair John Wood
Headteacher Rani Karim
Date of previous school inspection 18–19 November 2009
Telephone number 020 8514 9860
Fax number 020 8514 9862
Email address reveal email: i…


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