Star Primary School
phone: 020 74765336
headteacher: Ms Marion Rosen
578 pupils capacity: 119% full
360 boys 53%
325 girls 47%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 539316, Northing: 182153
- GPS coordinates
- Latitude: 51.521, Longitude: 0.0066349
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- July 16, 2013
- Region › Const. › Ward
- London › West Ham › Canning Town North
- Urban > 10k - less sparse
- Free school meals %
- Star Infant School E164NH
- 0.1 miles Eastlea Community School E164NP (891 pupils)
- 0.3 miles Gainsborough Primary School E153AF (396 pupils)
- 0.4 miles Rokeby School E164DD (797 pupils)
- 0.4 miles Trinity School E164DD
- 0.5 miles Oasis Nursery School E161ET
- 0.5 miles Grange Primary School E130HE (238 pupils)
- 0.5 miles St Helen's Catholic Primary School E138DW (495 pupils)
- 0.6 miles St Luke's Primary School E161JB (243 pupils)
- 0.6 miles Keir Hardie Infant School E161PZ
- 0.7 miles Bromley Hall School E140LF
- 0.7 miles Hallsville Primary School E161LN (467 pupils)
- 0.7 miles Keir Hardie Primary School E161FZ (392 pupils)
- 0.7 miles Ranelagh Primary School E153DN (489 pupils)
- 0.7 miles Ravenscroft Primary School E164BD (539 pupils)
- 0.7 miles Hallsville Infant School E161LN
- 0.7 miles Ravenscroft Infant School E164BD
- 0.7 miles Promised Land Academy E138SR (20 pupils)
- 0.7 miles East London Science School E33DU (90 pupils)
- 0.8 miles Culloden Primary School E140PT
- 0.8 miles Marner Primary School E33LL (612 pupils)
- 0.8 miles Curwen Primary and Nursery School E130AG (729 pupils)
- 0.8 miles Manor Primary School E153BA (415 pupils)
- 0.8 miles Curwen Infant School E130AG
Star Primary School
Star Lane, London, E16 4NH
|Inspection dates||16–17 July 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|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
| The achievement of pupils from all |
Teachers plan interesting work for pupils to
Pupils’ attitudes to school are extremely
backgrounds is good because the quality of
teaching is good. Attainment by the end of
Year 6 is broadly average.
do in class, as well as whole school projects
that motivate them to work hard and capture
positive. They behave outstandingly well in
lessons and around the school. Pupils feel
extremely safe in school and have an
excellent knowledge of how to keep
themselves safe from harm.
| Teachers and additional staff are highly |
Leaders, managers and governors, working
Leaders have made sure that teaching staff
encouraging to pupils and act as strong role
models. They promote pupils’ spiritual, moral,
social and cultural development consistently
with all the staff as a strong team, have
successfully maintained the school’s good
overall effectiveness since the previous
and additional adults receive high-quality
training. For example, a strong focus on
teaching letters and the sounds they make
(phonics) has secured recent improvements in
pupils’ reading standards.
| Teaching is not yet outstanding. Sometimes, |
higher attaining pupils are not set suitably
challenging work early enough in lessons.
| Checks made on the quality of teaching are not |
all focused sharply on the impact of teaching
on pupils’ learning.
Information about this inspection
- Inspectors observed teaching and learning in all year groups and undertook some joint
observations with senior leaders. They observed 30 teaching sessions.
- Inspectors held discussions with groups of pupils, staff, members of the governing body and
representatives of the local authority.
- Inspectors listened to groups of pupils reading. They looked at work in pupils’ books and the
school’s information showing pupils’ progress.
- The school website, development plans and records relating to safeguarding were also checked.
- The inspection took account of 10 responses to the Ofsted online survey (Parent View), the
school’s own analysis of a recent survey of parents’ and carers’ views, and 61 responses to the
|Madeleine Gerard, Lead inspector||Additional Inspector|
|Samuel Ofori-Kyereh||Additional Inspector|
|Gill Walley||Additional Inspector|
|Abigail Misselbrook-Lovejoy||Additional Inspector|
Information about this school
- Star Primary is much larger than the average-sized primary school.
- The proportion of pupils from minority ethnic backgrounds is above average. More pupils than
the national average speak English as an additional language.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is above the national average. An above average proportion is supported
at school action plus or through a statement of special educational needs.
- The proportion of pupils for whom the school receives the pupil premium (additional government
funding for looked after children, pupils known to be eligible for free school meals and the
children of service families) is above the national average. There are currently no children of
service families at the school.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- The school organises breakfast and after-school clubs.
What does the school need to do to improve further?
- Increase the proportion of outstanding teaching so that more pupils make rapid and sustained
progress by ensuring that:
teachers set suitably challenging tasks for the most able pupils as soon as possible in lessons
leaders’ and managers’ evaluations of teaching quality focus on the extent to which it is
bringing about rapid progress for pupils, in order to secure further improvements.
|The achievement of pupils||is good|
- Pupils from all backgrounds learn well as they progress through the school. Attainment at the
end of Year 6 in reading, writing and mathematics is broadly average. Pupils make good
progress over time from starting points that are generally low.
- Disabled pupils and those who have special educational needs make good progress because they
benefit from support and guidance in lessons from teachers and well-trained additional staff.
- Although higher attaining pupils achieve well, they are not always given difficult work early on in
lessons to help them make swifter progress in their learning and reach higher standards.
- Pupils known to be eligible for the pupil premium also achieve well. Their scores were behind the
others in reading, writing and mathematics by two terms in last summer’s national assessments.
This was a similar gap to that found nationally. Current pupils who are eligible for the funding
make good progress in their learning.
- Leaders and managers together with staff make sure all pupils, including those from minority
ethnic groups and those who speak English as an additional language, make similar good
progress. This shows that the school successfully promotes equality and tackles discrimination.
- Regular sessions on phonics for younger pupils help them to develop their reading skills well.
The results of the phonics screening check for six year olds shows pupils’ growing fluency in
reading both familiar and new words.
- Children in Nursery and Reception classes are happy. Strong relationships with parents and
carers help them to support their children’s learning effectively because they are encouraged to
spend time reading books with their children each morning in the classrooms. Close attention to
speaking and language in the Early Years Foundation Stage helps children to overcome low
starting points for their age and make strong gains, although their attainment is still below
average at the end of the Reception Year.
|The quality of teaching||is good|
- Good teaching over time has enabled pupils to make good progress and achieve well. Teachers
plan interesting activities that engage and motivate their pupils. Positive relationships contribute
to an inspiring atmosphere for learning through the school.
- Additional adults support pupils’ learning well in lessons. They make sure lower attaining pupils
and those who have special educational needs keep up in lessons by explaining new learning
clearly and showing them how to complete tasks.
- Teachers plan activities that are fun and challenging. Whole-school project themes, such as the
recent river project, involve the whole school community. Homework includes tasks for pupils to
complete with their parents and carers to help involve them in supporting their children’s
learning at home. One recent example is a model boat making competition that included the
opportunity to explore, in school, which boat designs floated successfully in water.
- Marking across the school has been developed and is often helpful in making clear how pupils
can improve their work in order to move up to the next level. In a few classes, teachers do not
give detailed enough feedback to help pupils reach the highest levels in their work, or make sure
that pupils respond fully to their comments.
- Children begin to develop their reading and writing skills when they enter the Nursery and
Reception classes. Adult-led sessions prioritise key skills. Children in a Reception class working
with an adult were challenged to write five sentences about what they might see at the seaside.
Activities for children to choose for themselves are not all as consistently well planned to help
children make rapid progress.
- Higher attaining pupils are sometimes expected to complete the same work as the others before
they commence more difficult tasks. They often find these tasks easy and, as a result, they are
not always as challenged in their work as they should be and do not make the progress of which
they are capable.
- In most lessons, pupils quickly become involved in tasks and learning proceeds well. However,
occasionally pupils spend too long listening to teachers’ explanations at the beginning of lessons.
As a result, in these lessons their progress is not as brisk because they do not become involved
soon enough in finding things out for themselves.
|The behaviour and safety of pupils||are outstanding|
- Pupils’ behaviour in lessons and around the school is outstanding. They are very polite, friendly
and considerate. Pupils from many different backgrounds get on immensely well together
because they have extremely good relationships with other pupils and the staff.
- Attitudes to learning are exemplary. Pupils take part in lessons very willingly as their eager
responsiveness shows. They work very sensibly together in groups in class.
- Strong listening and teamwork skills are shown in the enthusiasm of older pupils to take a
leading role as prefects, members of the school council and house captains. They are also very
confident to organise projects on their own initiative, promoting their independence very well.
One example of this is a Year 6 end-of-year book that a group of pupils have created to record
happy memories of their time at the school, and raise money for charity.
- Pupils feel very safe at school. Advice and guidance on keeping safe, including anti-bullying and
personal safety events, visitors to the school and steps to follow to keep safe when using public
transport or computers all help pupils develop an excellent knowledge of how to keep
themselves safe from harm. Pupils are exceedingly confident that any problems are sorted out
thoroughly, as the school’s records clearly show.
- The breakfast and after-school clubs ensure that all those pupils who attend them enjoy a happy
and positive start and end to the day. They make friends readily with pupils in other classes and
appreciate the range of activities that are available.
|The leadership and management||are good|
- The headteacher and other senior leaders provide strong direction for the school and are
determined that the school will continue to improve. School leaders and members of the
governing body have developed a dedicated staff team who are committed to the aims of the
school, as the overwhelmingly positive questionnaires from staff show.
- The school’s development planning is focused and linked to raising outcomes for pupils. The
success of improvements is measured against pupils’ achievement.
- Regular professional development is provided for teachers and additional adults, for example on
the teaching of phonics, and on marking and feedback on pupils’ work. This is helping to secure
- Leaders have maintained the good quality of teaching and pupils’ achievement since the
previous inspection. The quality of teaching is checked regularly. However, some assessments of
teaching quality focus more on what teachers are doing in lessons than on how well teaching
helps pupils to learn and make progress.
- The curriculum is enriched by the regular teaching of French, music, art and physical education,
taught by specialist teachers, which enhances pupils’ cultural development. Pupils enjoy the
clubs that the school runs, as well as outings and visits including a residential stay in France for
pupils in Year 4, and another to the Lake District for pupils in Year 6. Spiritual, moral, social and
cultural development is promoted very effectively.
- Equality is championed at all levels. Senior leaders ensure there is no discrimination. Together
with governors and staff, they make sure all pupils have an equal chance to benefit from all the
school has to offer.
- The local authority provides light touch support for this good school.
- The governance of the school:
Members of the governing body know the school well and how well pupils achieve. They
attend training for their roles in order to keep up to date with current developments in
education. They know the school’s strengths and where improvements are needed. They
check how well pupils, from all backgrounds, currently at the school make progress and are
aware of how well the school is performing compared to others. Governors are aware of the
quality of teaching, and are fully aware of how the school manages staff performance,
although they do not always rigorously check that evaluations of teaching by senior leaders
focus enough on the impact teaching has on pupils’ learning and progress over time.
Governors are knowledgeable about the use of pupil premium funding and the impact it is
having. The governing body makes sure that safeguarding duties are met.
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||102746|
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||696|
|Appropriate authority||The governing body|
|Date of previous school inspection||4–5 November 2009|
|Telephone number||020 74765336|
|Fax number||020 74736522|