School etc

Wilbury Primary School

Wilbury Primary School
Wilbury Way

phone: 020 88075335

headteacher: Mrs Katharine Turnpenney

reveal email: head…

school holidays: via Enfield council

951 pupils aged 3—10y mixed gender
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 %

rooms to rent in Enfield

Schools nearby

  1. 0.1 miles Church of God In Trinity (Orthodox) N181DY
  2. 0.4 miles The Gladys Aylward School N181NB
  3. 0.4 miles Devonshire Hill Primary School N178LB (478 pupils)
  4. 0.4 miles Somerset School N178HL
  5. 0.4 miles Aylward Academy N181NB (1449 pupils)
  6. 0.5 miles Oakthorpe Junior School N136BY
  7. 0.5 miles Oakthorpe Infants' School N136BY
  8. 0.5 miles Rowland Hill Nursery School N177LT (144 pupils)
  9. 0.5 miles Excelsior College N178JN (10 pupils)
  10. 0.5 miles Oakthorpe Primary School N136BY (528 pupils)
  11. 0.5 miles Haringey Sixth Form Centre N178HR
  12. 0.5 miles Haringey Sixth Form Centre N178HR
  13. 0.7 miles Hazelbury Junior School N99TT (592 pupils)
  14. 0.7 miles St John and St James CofE Primary School N182TL (416 pupils)
  15. 0.8 miles Progress Centre N99TT
  16. 0.8 miles Firs Farm Primary School N135QP (567 pupils)
  17. 0.8 miles Hazelbury Infant School N99TT (595 pupils)
  18. 0.8 miles West Lea School N99TU (120 pupils)
  19. 0.8 miles St Francis de Sales RC Infant School N178DA (327 pupils)
  20. 0.8 miles Sunrise Primary School N170EX (59 pupils)
  21. 0.8 miles Riverside School N225QJ (120 pupils)
  22. 0.8 miles Home and Hospital Service N144HN
  23. 0.8 miles Al Hidayah Primary School At Unit 1f, N17 Studios N170DA
  24. 0.8 miles North London Muslim School N182XF

List of schools in Enfield

School report

Wilbury Primary school

Wilbury Way, Edmonton, London, N18 1DE

Inspection dates 30–31 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

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
starting points.
the good teaching strategies.
been very effective in securing improvement
in teaching and pupils’ achievement and
progress regularly.
The school gives effective support to the large
The school promotes pupils’ spiritual, moral,
group of families and pupils who do not speak
English well.
social and cultural development very well so
that pupils feel safe and valued. They enjoy
coming to school where they feel secure and
behave well.
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

Inspection team

Jim McVeigh, Lead inspector Additional Inspector
Kate Rumboll Additional Inspector
Sue Hunnings Additional Inspector
Peter Thrussell Additional Inspector

Full report

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.

Inspection judgements

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 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 102013
Local authority London Borough of Enfield
Inspection number 400523

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 960
Appropriate authority The governing body
Chair Leon Levy
Headteacher Kate Turnpenney
Date of previous school inspection 4–5 November 2009
Telephone number 020 8807 5335
Fax number 020 8345 6030
Email address reveal email: head…


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