Sir John Heron Primary School
phone: 020 85149860
headteacher: Mrs Rani Karim
420 pupils capacity: 118% full
240 boys 49%
250 girls 51%
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 %
- 0.2 miles Avenue Primary School E126AR (866 pupils)
- 0.2 miles Sheringham Primary School E125PB (627 pupils)
- 0.2 miles St Winefride's RC Primary School E126HB (346 pupils)
- 0.2 miles Avenue Infant School E126AR
- 0.2 miles Sheringham Primary School E125PB
- 0.3 miles Sheringham Nursery School & Children's Centre E125PB (166 pupils)
- 0.3 miles Dersingham Primary School E125QJ (654 pupils)
- 0.3 miles Little Ilford School E126ET (1319 pupils)
- 0.4 miles Salisbury Primary School E126TH (556 pupils)
- 0.4 miles Essex Primary School E126QX (979 pupils)
- 0.4 miles Essex Infant School E126QX
- 0.4 miles Essex Junior School E126QX
- 0.4 miles Salisbury Infant School E125AF
- 0.4 miles London Christian Learning Centre E125AD (64 pupils)
- 0.6 miles Kensington Primary School E126NN (505 pupils)
- 0.7 miles Monega Primary School E126TT (731 pupils)
- 0.7 miles Clarks Preparatory School IG13AF
- 0.7 miles Maytime Preparatory School IG13AF (12 pupils)
- 0.8 miles William Davies Primary School E78NL (256 pupils)
- 0.8 miles Uphall Primary School IG12JD (937 pupils)
- 0.9 miles Sandringham Infant School E78ED
- 0.9 miles Sandringham Junior School E78ED
- 0.9 miles Plashet School E61DG (1348 pupils)
- 0.9 miles Cleveland Junior School IG11EW (553 pupils)
Sir John Heron Primary School
School Road, London, E12 5PY
|Inspection dates||27–28 November 2012|
|Overall effectiveness||This inspection:||Good||2|
|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
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.
|Kewal Goel, Lead inspector||Additional Inspector|
|Peter Thrussell||Additional Inspector|
|Clementina Olufunke Aina||Additional Inspector|
|Ann Sydney||Additional Inspector|
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
|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 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
- 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 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||132789|
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||492|
|Appropriate authority||The governing body|
|Acting Chair||John Wood|
|Date of previous school inspection||18–19 November 2009|
|Telephone number||020 8514 9860|
|Fax number||020 8514 9862|