Wilbury Primary School
phone: 020 88075335
headteacher: Mrs Katharine Turnpenney
840 pupils capacity: 112% full
480 boys 50%
470 girls 49%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 532854, Northing: 192121
- GPS coordinates
- Latitude: 51.612, Longitude: -0.082683
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 30, 2013
- Region › Const. › Ward
- London › Edmonton › Upper Edmonton
- Urban > 10k - less sparse
- Special classes
- Has Special Classes
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.1 miles Church of God In Trinity (Orthodox) N181DY
- 0.4 miles The Gladys Aylward School N181NB
- 0.4 miles Devonshire Hill Primary School N178LB (478 pupils)
- 0.4 miles Somerset School N178HL
- 0.4 miles Aylward Academy N181NB (1449 pupils)
- 0.5 miles Oakthorpe Junior School N136BY
- 0.5 miles Oakthorpe Infants' School N136BY
- 0.5 miles Rowland Hill Nursery School N177LT (144 pupils)
- 0.5 miles Excelsior College N178JN (10 pupils)
- 0.5 miles Oakthorpe Primary School N136BY (528 pupils)
- 0.5 miles Haringey Sixth Form Centre N178HR
- 0.5 miles Haringey Sixth Form Centre N178HR
- 0.7 miles Hazelbury Junior School N99TT (592 pupils)
- 0.7 miles St John and St James CofE Primary School N182TL (416 pupils)
- 0.8 miles Progress Centre N99TT
- 0.8 miles Firs Farm Primary School N135QP (567 pupils)
- 0.8 miles Hazelbury Infant School N99TT (595 pupils)
- 0.8 miles West Lea School N99TU (120 pupils)
- 0.8 miles St Francis de Sales RC Infant School N178DA (327 pupils)
- 0.8 miles Sunrise Primary School N170EX (59 pupils)
- 0.8 miles Riverside School N225QJ (120 pupils)
- 0.8 miles Home and Hospital Service N144HN
- 0.8 miles Al Hidayah Primary School At Unit 1f, N17 Studios N170DA
- 0.8 miles North London Muslim School N182XF
Wilbury Primary school
Wilbury Way, Edmonton, London, N18 1DE
|Inspection dates||30–31 January 2013|
|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
| By the end of Year 6, all groups of pupils |
Pupils learn how to read quickly as a result of
The senior leaders, including governors, have
Teaching is good and teachers check pupils’
have made good progress from very low
the good teaching strategies.
been very effective in securing improvement
in teaching and pupils’ achievement and
| The school gives effective support to the large |
The school promotes pupils’ spiritual, moral,
group of families and pupils who do not speak
social and cultural development very well so
that pupils feel safe and valued. They enjoy
coming to school where they feel secure and
| There are too few opportunities for more-able |
Boys do not achieve as well in writing as they
pupils to tackle work that really stretches
do in reading and mathematics.
| Adults in Reception classes do not always |
check children’s understanding in the activities
children choose for themselves.
Information about this inspection
- Inspectors observed 37 lessons or parts of lessons, including three joint observations with senior
- Meetings were held with two groups of pupils, a representative of the local authority, the Chair
of the Governing Body and three governors, the headteacher and other school leaders and four
recently qualified teachers.
- Inspectors listened to pupils reading.
- Inspectors took account of 31 responses to the online questionnaire (Parent View), together with
the views expressed by parents and carers as they arrived at school in the morning.
- They took account of 84 questionnaires returned by staff.
- A number of the school’s documents were examined. These included the school’s most recent
data about pupils’ progress, the school’s self-evaluation and its development plan, evidence
about monitoring and evaluating teaching, and records relating to behaviour, safeguarding and
|Jim McVeigh, Lead inspector||Additional Inspector|
|Kate Rumboll||Additional Inspector|
|Sue Hunnings||Additional Inspector|
|Peter Thrussell||Additional Inspector|
Information about this school
- Wilbury Primary School is much larger than the average primary school.
- The school has a high proportion of pupils from minority ethnic backgrounds. The four main
ethnic groups are Black or Black British African and Caribbean, White British and Other White
- The proportion of pupils known to be eligible for the pupil premium (additional funding to
support pupils in local authority care and those known to be eligible for free school meals) is
high. There is also a high proportion of pupils who speak English as an additional language.
- The proportions of pupils who receive extra support through school action or by school action
plus or with a statement of special educational needs are above average.
- The school does not use any alternative provision.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress by the end of Key Stage 2.
- The school runs a breakfast club for its pupils.
What does the school need to do to improve further?
- Ensure that a higher proportion of teaching is outstanding by:
making sure that teachers plan activities that will stretch the more-able pupils and match the
lessons learning objectives closely
sharing the outstanding teaching practice that is present in school more widely
making sure adults in Reception support children more effectively in their learning when
children choose their own play activities.
- Improve boys’ achievement in writing by:
increasing further the opportunities boys in all years have to write in all subjects.
|The achievement of pupils||is good|
- Children start school with skills that are much lower than those expected for their age,
particularly in their ability to communicate and use language and literacy. Children make good
progress in the Early Years Foundation Stage because teaching, based on clear assessment of
each child’s progress, is good. Nevertheless, they are still below the expected levels nationally
when they start Year 1.
- The school helps children to settle into the Nursery and Reception well by offering effective
support to families through such activities as ‘play and stay’ sessions and ‘surgeries’ for parents
and carers in their home language.
- Pupils continue to make good progress in mathematics and reading as they move through Years
1 to 6, although boys do less well in writing. Attainment at the end of Key Stage 2 has improved
over the last three years and is now similar to national averages except for the proportion of
pupils attaining Level 5, which is lower. Overall, pupils make good progress in English and
- There was a significant rise in attainment in reading last year following an emphasis on effective
teaching of phonics (letters and the sounds they make) and well-structured guided reading
sessions. Pupils read with confidence and enthusiasm and have good strategies for tackling
words they are unfamiliar with. Pupils enjoy reading and those who do not have an English
speaking adult to read to at home are provided with more opportunities to read to an adult at
- The school has focused on improving writing, in part through the ‘Big Writing’ strategy. Pupils’
current written work shows they are making good progress in all years, particularly in their use
and range of vocabulary. In a Year 1 lesson, pupils made outstanding progress in developing
their literacy skills because the teacher had high expectations, made the lesson fun and brisk
and modelled how to sound words very clearly.
- Disabled pupils and those who have special educational needs achieve well because the support
they receive is well matched to their needs and their progress is regularly checked. Pupils from
minority ethnic groups achieve in line with other pupils in the school.
- The pupil premium funding is used to provide eligible pupils with effective support through such
activities as summer schools, breakfast club and reading recovery schemes. They perform as
well as their peers at school and the average point score gap between them and pupils
nationally is small.
|The quality of teaching||is good|
- Teachers work well together in year group teams to plan their lessons. Individual teachers then
adapt them to meet the learning needs of each pupil more closely. However, teachers do not
always plan for enough work that will stretch more-able pupils in their class so that their
progress is not consistently as fast as it could be.
- Children are taught well in the Nursery and Reception classes. Teachers plan a wide range of
exciting activities for children that stimulate children’s interest and curiosity and develop their
language skills well. In Reception, activities chosen by children, rather that adult-led ones, are
not always as effective because adults do not intervene often enough to check children’s
understanding and stimulate further learning.
- Teachers plan interesting work in their lessons although sometimes the activities do not match
the aims of the lesson well enough. For example, in a Year 6 lesson on punctuation there were
too few opportunities for pupils to analyse and explain how the semicolon was used in
- Teachers mark work regularly and provide pupils with clear guidance on how they can improve.
In mathematics, teachers usually provide a challenging follow-up problem after each topic.
Pupils are given good opportunities to respond to teachers’ guidance.
- Reading is taught well. Teachers model how to produce the sounds that letters make clearly and
encourage pupils to read widely at school and at home. They check the development of pupils’
reading skills regularly and provide extra support whenever pupils’ progress is slow. Children
arriving speaking little or no English receive intense effective support until they can access
literacy lessons properly.
- Teachers use questioning well to help pupils extend their understanding and think about their
learning. In a Year 5 lesson, the teacher skilfully led a whole-class discussion on ways to test
fairly if sound could travel through a solid. Pupils made outstanding progress.
- Pupils know the current standard of their work and how to improve it. Each term, teachers set
pupils demanding but achievable targets for improvement in English and mathematics.
- Teachers have established good relationships with their pupils and manage classroom behaviour
well. They know the strengths of each child in detail and encourage them to try their hardest.
|The behaviour and safety of pupils||are good|
- Pupils really know the school’s behaviour management system. They behave well around the
school and in lessons and have positive attitudes to learning. However, in a few lessons, where
activities were not well matched to their abilities, pupils did not concentrate well enough to
produce their best work.
- The school is a calm and caring place. Teachers know their pupils well and each pupil’s welfare
is given a high priority. Consequently, pupils feel safe and secure.
- Pupils cooperate well with each other in group activities. For example, they share materials fairly
and listen to one another considerately during discussions.
- Due to the school’s focused strategies, pupils’ attendance is now equal to the national average
after continually improving over the last three years. Pupils are enthusiastic about coming to
school and enjoy their lessons.
- Pupils are aware of the different forms of bullying, including cyber-bullying, and state there is
little bullying at school. Any incidents that do occur are tackled quickly and effectively by staff.
- Pupils know how to be healthy and keep themselves safe. Year 6 pupils remembered the talk in
an assembly given to them by an ex-gang member that helped them to be safe and streetwise
when out of school.
- The school promotes pupils’ spiritual, moral, social and cultural development very well through
assemblies, celebrations of religious festivals, displays and lessons. Pupils are aware of the
variety of beliefs and cultures in the school and are respectful of and care about each other. This
supports their good behaviour.
|The leadership and management||are good|
- The new leadership team have high expectations and a clear vision for the school which is
shared by all staff and governors. The team have a ‘no excuses’ approach to raising standards.
They have quickly developed a strong sense of teamwork across the whole school staff and
brought about significant improvements in teaching and in the achievement of pupils. The full
impact of their leadership and management has yet to be seen.
- Standards are rising, particularly in mathematics and reading, and pupils are making good
- The local authority supports the school effectively by providing an external evaluation of the
school’s work and training for teachers and governors.
- The school engages well with parents and carers. The support for families whose first language
is not English, through a variety of clubs and group activities such as the Turkish Parenting
Group and parent workshops in literacy and mathematics, is greatly appreciated by them. Senior
leaders work hard to ensure all pupils are treated equally and that there is no discrimination.
- The school has thorough procedures to monitor and evaluate the work of teachers based on the
government’s Teachers’ Standards. Teachers receive suitable and effective support to continually
improve the quality of their teaching. There is a clear link between teachers’ movement up the
pay scales and the progress their pupils make in class.
- Leaders know their school well. Plans for improvement are based on results, are clearly focused
on areas of relative weakness and are already having a positive impact. These include strategies
to raise boys’ achievement and continually improve reading and writing. The increases in pupils’
attendance and attainment demonstrate the school’s capacity to improve.
- Leaders and managers visit outstanding schools to learn about the features of good practice. By
setting up expert groups of teachers within Wilbury they have introduced the successful
approaches, such as extended writing activities, in their own school.
- There is very good continuing professional development, including mentoring, for all teaching
staff. However, senior leaders rightly acknowledge the need to share outstanding teaching
practice more widely across the school.
- The curriculum is broad and balanced with very good further enrichment activities. There are a
variety of well-attended clubs for such things as science, Turkish dancing and African drumming.
Pupils enjoy the trips to zoos and museums that enhance their learning in particular topics. The
school also takes part in projects that link classes with schools in Europe and in China.
- The governance of the school:
Governors are well informed about how well the school is doing through the focused visits
they make and the regular updates on school performance given to them by the headteacher.
Following recent training, they understand the information they are presented with, such as
how teaching is improving, and ask the right questions of the school so that it maintains its
focus on improving pupils’ progress. Governors, with good support from the local authority,
set robust targets for the performance of the headteacher. The governing body helps to
ensure that the school’s decisions in allocating the pupil premium funds are effective in raising
this group’s attainment, and that teachers are appropriately rewarded for their work through
the performance management procedures.
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||102013|
|Local authority||London Borough of Enfield|
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||960|
|Appropriate authority||The governing body|
|Date of previous school inspection||4–5 November 2009|
|Telephone number||020 8807 5335|
|Fax number||020 8345 6030|