School etc

Star Primary School

Star Primary School
Star Lane
Canning Town

phone: 020 74765336

headteacher: Ms Marion Rosen


school holidays: via Newham council

685 pupils aged 2—10y mixed gender
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 %

rooms to rent in Newham

Schools nearby

  1. Star Infant School E164NH
  2. 0.1 miles Eastlea Community School E164NP (891 pupils)
  3. 0.3 miles Gainsborough Primary School E153AF (396 pupils)
  4. 0.4 miles Rokeby School E164DD (797 pupils)
  5. 0.4 miles Trinity School E164DD
  6. 0.5 miles Oasis Nursery School E161ET
  7. 0.5 miles Grange Primary School E130HE (238 pupils)
  8. 0.5 miles St Helen's Catholic Primary School E138DW (495 pupils)
  9. 0.6 miles St Luke's Primary School E161JB (243 pupils)
  10. 0.6 miles Keir Hardie Infant School E161PZ
  11. 0.7 miles Bromley Hall School E140LF
  12. 0.7 miles Hallsville Primary School E161LN (467 pupils)
  13. 0.7 miles Keir Hardie Primary School E161FZ (392 pupils)
  14. 0.7 miles Ranelagh Primary School E153DN (489 pupils)
  15. 0.7 miles Ravenscroft Primary School E164BD (539 pupils)
  16. 0.7 miles Hallsville Infant School E161LN
  17. 0.7 miles Ravenscroft Infant School E164BD
  18. 0.7 miles Promised Land Academy E138SR (20 pupils)
  19. 0.7 miles East London Science School E33DU (90 pupils)
  20. 0.8 miles Culloden Primary School E140PT
  21. 0.8 miles Marner Primary School E33LL (612 pupils)
  22. 0.8 miles Curwen Primary and Nursery School E130AG (729 pupils)
  23. 0.8 miles Manor Primary School E153BA (415 pupils)
  24. 0.8 miles Curwen Infant School E130AG

List of schools in Newham

Star Primary School

Star Lane, London, E16 4NH

Inspection dates 16–17 July 2013
Overall effectiveness This inspection: Good 2
Previous 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
their interest.
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
    staff questionnaire.

Inspection team

Madeleine Gerard, Lead inspector Additional Inspector
Samuel Ofori-Kyereh Additional Inspector
Gill Walley Additional Inspector
Abigail Misselbrook-Lovejoy Additional Inspector

Full report

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.

Inspection judgements

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 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 102746
Local authority Newham
Inspection number 413195

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 696
Appropriate authority The governing body
Chair Helen Lavelle
Headteacher Cathy Wilson
Date of previous school inspection 4–5 November 2009
Telephone number 020 74765336
Fax number 020 74736522
Email address reveal email: i…


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