School etc

St Robert Southwell RC Primary School

St Robert Southwell RC Primary School
Slough Lane
Kingsbury
London
NW98YD

020 82046148

Headteacher: Miss Honor Beck

School holidays for St Robert Southwell RC Primary School via Brent council

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426 pupils aged 3—10y mixed gender
315 pupils capacity: 135% full

220 boys 52%

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205 girls 48%

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Last updated: June 18, 2014


Primary — Voluntary Aided School

URN
101543
Education phase
Primary
Religious character
Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
3506
OSGB coordinates
Easting: 520098, Northing: 188410
GPS coordinates
Latitude: 51.582, Longitude: -0.26808
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Jan. 22, 2013
Diocese
Archdiocese of Westminster
Region › Const. › Ward
London › Brent North › Fryent
Area
Urban > 10k - less sparse
Free school meals %
10.40

Rooms & flats to rent in Brent

Schools nearby

  1. 0.1 miles Kingsbury Green Primary School NW99ND (675 pupils)
  2. 0.2 miles Bnos Beis Yaakov Primary School NW98XR (65 pupils)
  3. 0.3 miles Church Lane Pupil Referral Unit NW98BD
  4. 0.4 miles Fryent Primary School NW98JD (584 pupils)
  5. 0.4 miles Fryent Junior School NW98JD
  6. 0.4 miles Fryent Infant School NW98JD
  7. 0.4 miles Southover Partnership School NW99HA (22 pupils)
  8. 0.5 miles Oliver Goldsmith Primary School NW90BD (461 pupils)
  9. 0.5 miles Oliver Goldsmith Junior School NW90BD
  10. 0.5 miles Oliver Goldsmith Infant School NW90BD
  11. 0.6 miles Roe Green Junior School NW99JL (477 pupils)
  12. 0.6 miles Roe Green Infant School NW99JL (439 pupils)
  13. 0.6 miles Sinai Jewish Primary School HA39UD (670 pupils)
  14. 0.6 miles Kingsbury High School NW99JR
  15. 0.6 miles Grove Park School NW90JY
  16. 0.6 miles The Village School NW90JY (234 pupils)
  17. 0.6 miles Stag Lane Pupil Referral Unit at Library Buildings NW99AG (19 pupils)
  18. 0.6 miles JFS HA39TE (2055 pupils)
  19. 0.6 miles Kingsbury High School NW99JR (1967 pupils)
  20. 0.7 miles Kingsbury Day School NW90JY
  21. 0.8 miles Beis Yaakov Primary School NW96NQ
  22. 0.8 miles Beis Yaakov Primary School NW96NQ
  23. 0.8 miles The Pardes House and Beis Yaakov Primary School NW96NQ
  24. 0.8 miles Beis Yaakov Primary School NW96NQ (525 pupils)

List of schools in Brent

Ofsted report transcript

School report

St Robert Southwell RC

Primary School

Slough Lane, Kingsbury, London, NW9 8YD

Inspection dates 22–23 January 2013
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

Standards have risen steadily in recent years
Pupils make good progress in all year groups,
Teaching is good. As a result, pupils make
The school is led strongly by the headteacher
The governing body is very keen for the
Pupils’ behaviour is good. Pupils are proud of
and are now above the national average.
especially in English and mathematics.
consistently good progress in lessons.
and her senior team. They have a clear idea
of what they need to do to improve the
school. They check carefully to make sure
that pupils are making good progress.
school to do well, and offers good support to
school leaders as well as asking them
searching questions.
their school, work hard and enjoy learning.
Their attendance is above average.
The school is very welcoming and friendly. All
The support for disabled pupils and those who
The increasing numbers of pupils who speak
School leaders have a good relationship with
groups of pupils feel valued, safe and fully
included in the life of the school. Pupils from
different backgrounds get on well together.
have special educational needs is very well
managed. This means these pupils make good
progress.
English as an additional language are taught
well. They quickly learn English, and do well.
parents and carers, who strongly support the
school and its leaders.
The writing standards of more-able pupils are
not as high as standards in other areas of
their work.
Subject leaders check the quality of teaching
and pupils’ progress in English and
mathematics, but leaders of other subjects do
not do this so well.

Information about this inspection

  • Inspectors observed 23 part lessons, six of which were jointly observed with school leaders.
    Inspectors also made a number of shorter visits to observe other aspects of the work of the
    school.
  • Meetings were held with members of staff including senior leaders, subject leaders and other
    teachers with positions of responsibility. Inspectors held meetings with three groups of pupils,
    and spoke informally to a number of pupils at break and lunchtime. The lead inspector met with
    a representative of the local authority and with a group of members of the governing body.
  • Inspectors took account of the 61 responses to Ofsted’s online Parent View questionnaire, and
    looked at the results of a larger survey of the views of parents and carers that the school carried
    out recently. They also spoke to a number of parents and carers in person. Inspectors
    considered the 41 completed staff questionnaires they received in making their judgements.
  • Inspectors looked at pupils’ books and at teachers’ planning. They also looked at school
    documents including information of pupils’ current progress, plans for improving the school,
    records on pupils’ behaviour and attendance, and at how the school keeps children safe.

Inspection team

Mike Phipps, Lead inspector Additional inspector
Ramesh Kapadia Additional inspector
Noureddin Khassal Additional inspector
Patricia Underwood Additional inspector

Full report

Information about this school

  • St Robert Southwell RC Primary School is larger than the average-sized primary school. It has
    Early Years Foundation Stage classes for Nursery and Reception-aged children.
  • The proportion of pupils from minority ethnic groups is considerably higher than is found
    nationally. The largest group is pupils of Irish heritage, with smaller numbers from a range of
    other minority ethnic groups. The proportion of pupils who speak English as an additional
    language is higher than national figures.
  • The proportion of pupils who are known to be eligible for the pupil premium, which provides
    additional funding for children in local authority care, pupils known to be eligible for free school
    meals or with a parent in the armed forces, is below average.
  • The proportion of disabled pupils and those who have special educational needs who are
    supported through school action is slightly below average. The proportion supported at school
    action plus or with a statement of special educational needs is above average.
  • The school does not make use of any off-site alternative provision for its pupils.
  • The school runs a breakfast club and an after-school club.
  • 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?

  • Raise further the quality of pupils’ writing, especially that of more-able pupils, by:
    providing more chances for pupils to practise their writing in different subjects
    allowing more time in lessons for pupils to write at length
    planning demanding work which extends the writing of more-able pupils, and which
    encourages them to work with less help from the teacher.
  • Develop the role of subject leaders, in line with those of literacy and numeracy, so they have a
    greater impact on the quality of teaching in their area, by:
    systematically planning how to improve the quality of teaching in their subject
    checking the quality of planning, teaching and marking in their subject
    working with other subject leaders to plan work which makes links between different subjects.

Inspection judgements

The achievement of pupils is good
  • Children enter the Early Years Foundation Stage with skills below those expected for their age,
    particularly in language. They make good progress, so that by the time they enter Key Stage 1
    they have almost caught up, and their skills are broadly average.
  • Pupils make good progress in Key Stages 1 and 2, particularly in English and mathematics.
    Standards have risen in recent years. By the end of Key Stage 2, they are above average in
    English and significantly above average in mathematics. However, fewer pupils reach the higher
    levels in writing than in reading and mathematics. This is because pupils do not always have the
    chance to write at length in different subjects, or to plan and complete a writing task on their
    own without adult support.
  • Average point scores show that pupils who are known to be eligible for free school meals attain
    more highly than all pupils nationally. This is because the school has spent extra funds well for
    pupils known to be eligible for the pupil premium on one-to-one tuition in mathematics, extra
    teaching of basic skills and assisted places at the breakfast club.
  • Pupils develop their literacy and numeracy skills well, and apply these skills across different
    subjects. However, pupils do not always write enough at length in different subjects.
  • Reading standards are good. Younger pupils have a good understanding of the sounds that
    letters make, so they are able to work out words they are unsure of. Pupils enjoy doing lots of
    reading, and most read confidently by Year 2. Older pupils talk with enthusiasm about their
    favourite books and authors.
  • Support for disabled pupils and those who have special educational needs is managed very
    effectively by the school’s Inclusion Manager, who carefully checks the progress of these pupils
    and organises high quality extra help for them. As a result, these pupils make good progress.
  • The increasing numbers of pupils who speak English as an additional language and those from
    minority ethnic groups achieve well. Most pupils who speak English as an additional language
    quickly learn English, and achieve more highly than similar pupils nationally.
The quality of teaching is good
  • Pupils make good progress in all year groups because teachers aim high, relationships between
    teachers and pupils are friendly, and pupils are encouraged to do their best.
  • Disabled pupils and those who have special educational needs are well supported. The adults
    who support them work very effectively with class teachers to make sure that these pupils make
    good progress.
  • Pupils who speak English as an additional language are well taught and get the extra help they
    need. The school employs staff who speak Polish, Tamil and other languages who give these
    pupils valuable support.
  • In the many lessons where teaching is good, work is set at the right level for pupils. For
    example, in a good Year 5 mathematics lesson on division, pupils with different abilities were
    given tasks at different levels of difficulty, so all pupils made good progress.
  • At times, more-able pupils are given writing tasks that are too easy for them. For example, in a
    Year 4 religious education lesson, all pupils were observed working on the same task, which
    provided little challenge in writing for the more-able pupils in the group.
  • Good questioning makes pupils think hard. In a Year 1 science lesson on different materials, for
    example, the teacher’s effective questions stretched pupils and allowed her to check their
    understanding, so they made good progress.
  • Most teachers mark pupils’ work very well, particularly in English and mathematics. Pupils are
    clear on how to improve their work. Pupils act on this advice, assess their own and classmates’
    work, and write comments to the teacher. Occasionally, this good practice is not consistent
    across all classes and subjects.
  • Pupils’ progress is carefully checked by school leaders, and extra help is given when needed.
    Sessions which the school runs before school successfully support the learning of groups of
    pupils who may not otherwise do so well.
The behaviour and safety of pupils are good
  • Pupils are friendly, considerate and confident. They are proud of their school, work hard and
    enjoy learning.
  • The school is a welcoming and friendly place. Pupils told inspectors that children from many
    different backgrounds all get on well together. School leaders have successfully created an
    atmosphere in which all groups of pupils are included in the life of the school and feel valued.
    One parent spoke for many in describing the school as a “family community”.
  • Pupils are keen to learn and want to do well. They work well in lessons without help from the
    teacher, and concentrate for long periods of time when they are given the opportunity to do so.
    Behaviour around school is good, and pupils treat adults and each other with respect.
  • Pupils say they feel safe at school. They know how to keep themselves safe, and have a good
    understanding of e-safety. Parents and carers are confident that their children will be kept safe.
  • Pupils know about different types of bullying, like cyber-bullying. They say bullying is rare, but
    their teachers deal with it quickly and effectively.
  • The school’s behaviour code is well known by pupils, and is rarely broken. Poor behaviour and
    racist incidents are very rare. Pupil exclusion from school is almost unknown.
  • The school’s breakfast club is well run, and provides good care, so pupils enjoy a calm and
    purposeful start to their school day.
  • The school has taken action to improve pupils’ attendance, which is rising and is now above
    average.
  • The behaviour and safety of pupils is not outstanding because a small number of pupils
    sometimes interrupt the learning of others, and some pupils lose concentration in lessons where
    teaching is not good.
The leadership and management are good
  • The school is well led by the headteacher and her senior team. They have a clear idea of how to
    improve the school. School leaders check to make sure their plans for improvement are working.
    They enjoy the support of staff, who say the school is improving strongly.
  • Senior leaders regularly check the quality of teaching. Targets set for teachers concentrate on
    raising pupils’ achievement, and are well linked to training and to their salary progression.
  • The quality of teaching in English and mathematics is regularly checked by the school’s literacy
    and numeracy leaders, who act effectively to raise standards in their areas of responsibility. The
    role of leaders of other subjects is not so well developed, so they have less impact on raising
    standards. For example, they have fewer chances to check on the quality of planning, teaching
    and marking in their subjects or to work with other subject leaders. This means they cannot
    easily devise improvement plans or directly help teachers to improve teaching in these areas.
  • Pupils’ learning in their subjects is planned well. Pupils enjoy interesting lessons and experiences
    in which to develop their literacy and numeracy skills. However, pupils do not write enough in
    different subjects. Pupils’ learning is enhanced by residential visits, sports, artistic opportunities,
    clubs and activities. Themed weeks develop pupils’ basic skills in an enjoyable way.
  • The school promotes pupils’ spiritual, moral, social and cultural development well. Pupils have a
    clear sense of right and wrong, and show concern for others, for example through fundraising.
    Pupils visit their local Catholic church for Mass, and visit places of worship from other faiths.
    Inspectors saw a Year 6 pupil leading a class prayer in her home language, Russian, which was
    observed respectfully by other pupils.
  • The school’s arrangements to keep pupils safe fully meet legal requirements.
  • School leaders carefully ‘buy in’ good-quality support from the local authority and other sources.
    They use these external reviews to confirm their accurate view of the school’s strengths, and the
    areas to improve.
  • School leaders promote equal opportunities and tackle discrimination well. They check pupils’
    results to make sure all groups achieve equally well. The school is proud of the range of cultures
    and backgrounds from which its pupils come, and celebrates the contribution each group makes
    to the life of the school.
  • The school’s plans for improvement concentrate on the right areas. The substantial rise in
    standards, and improvements since the last inspection, including in the quality of teaching, show
    that school leaders have the capacity to make further improvements.
  • School leaders have built a strong relationship with parents and carers. A ‘Parents’ Forum’ meets
    regularly, which helps communications between home and school. As a result, parents and
    carers are firmly supportive of the school and its leaders.
  • The governance of the school:
    The governing body is very ambitious for the school and offers effective support to school
    leaders as well as holding them to account. Governors take a close interest in the work of the
    school, and are very well informed about its strengths and weaknesses. They have an
    accurate idea of the quality of teaching, and understand how the school makes decisions
    about targets for teachers to improve their performance and about teachers’ salary
    progression. They use pupil information well to identify areas that need improving in the
    performance of the school, comparing it with pupils and schools nationally. Governors help
    senior leaders to draw up plans to improve the school, and they check that these plans are
    working. Governors make sure that the school’s finances are used well, and that the school
    uses funding from the pupil premium to close any gaps in pupils’ achievement. Governors
    carry out their statutory duties well, and make sure they meet all legal requirements about
    keeping children safe. The governing body makes sure that it accesses training to keep itself
    up to date and to hone its skills.

What inspection judgements mean

School

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
improvement
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 101543
Local authority Brent
Inspection number 400488

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Voluntary aided
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 406
Appropriate authority The governing body
Chair Peter Manning
Headteacher Honor Beck
Date of previous school inspection 25–26 January 2010
Telephone number 020 8204 6148
Fax number 020 8905 0287
Email address admin@robsouth.brent.sch.uk

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