School etc

Windrush Primary School

Windrush Primary School
2 Bentham Road
Thamesmead
London
SE288AR

phone: 020 83100157

headteacher: Mrs C Warnke

web: www.lgfl.net/lgfl/leas/greenwich/schools/windrush/

school holidays: via Greenwich council


430 pupils aged 2—10y mixed gender
200 pupils capacity: 215% full

225 boys 52%

≤ 263y164a164b134c335y636y177y178y179y1210y16

205 girls 48%

≤ 293y144a274b94c195y576y137y108y149y1810y14

Last updated: June 18, 2014


Primary — Community School

URN
100157
Education phase
Primary
Establishment type
Community School
Establishment #
2890
OSGB coordinates
Easting: 546939, Northing: 180338
GPS coordinates
Latitude: 51.503, Longitude: 0.11567
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
July 16, 2013
Region › Const. › Ward
London › Erith and Thamesmead › Thamesmead Moorings
Area
Urban > 10k - less sparse
Investor in People
Committed IiP Status
Free school meals %
23.90

Rooms & flats to rent in Greenwich

Schools nearby

  1. 0.2 miles St Margaret Clitherow Catholic Primary School SE288GB (247 pupils)
  2. 0.2 miles Hawksmoor School SE288AS (632 pupils)
  3. 0.3 miles Woolwich Polytechnic School for Boys SE288AT (1405 pupils)
  4. 0.3 miles Waterfield School SE288AT
  5. 0.3 miles Jubilee Primary School SE288JB (435 pupils)
  6. 0.3 miles Woolwich Polytechnic School for Boys SE288AT
  7. 0.4 miles Linton Mead Primary School SE288DT (451 pupils)
  8. 0.4 miles Bishop John Robinson Church of England Primary School SE288LW (234 pupils)
  9. 0.5 miles De Lucy Primary School SE29PD (551 pupils)
  10. 0.6 miles Southlake Primary School SE29XB
  11. 0.6 miles Castilion Primary School SE288QA (419 pupils)
  12. 0.6 miles Willow Bank Primary School SE29XB (229 pupils)
  13. 0.7 miles Boxgrove Primary School SE29JP (430 pupils)
  14. 0.7 miles The Beeches Primary Centre SE29TA
  15. 0.7 miles Abbey Primary School SE29TA
  16. 0.7 miles The Bexley Pupil Referral Service SE29TA (100 pupils)
  17. 0.8 miles Abbey Wood School SE29AJ
  18. 0.8 miles St Paul's Academy SE29PX (1091 pupils)
  19. 0.9 miles St Thomas A Beckett Roman Catholic Primary School SE29LY (315 pupils)
  20. 0.9 miles St John Fisher Catholic Primary School DA184BA (207 pupils)
  21. 0.9 miles Thamesmead Community College DA184DW
  22. 0.9 miles Discovery Primary School SE280JN (590 pupils)
  23. 0.9 miles Schoolhouse Education SE29LZ (21 pupils)
  24. 0.9 miles The Business Academy Bexley DA184DW (1511 pupils)

List of schools in Greenwich


School report

Windrush Primary School

2 Bentham Road, Thamesmead, London, SE28 8AR

Inspection dates 16–17 July 2013
Overall effectiveness This inspection: Outstanding 1
Previous inspection: Outstanding 1
Achievement of pupils Outstanding 1
Quality of teaching Outstanding 1
Behaviour and safety of pupils Outstanding 1
Leadership and management Outstanding 1

Summary of key findings for parents and pupils

This is an outstanding school.

The aspirational leaders and managers,
Standards in reading, writing and
All pupils make exceptional progress, many
Teaching and learning are outstanding.
including governors, have secured high
achievement for pupils and outstanding
teaching over many years. These continue to
improve as the school expands.
mathematics are well above those of most
schools nationally.
from starting points which are low. Pupils of
high ability make exceptional progress.
Disabled pupils, those with special
educational needs and pupils with additional
funding make progress at rates faster than
those found nationally.
Nearly all teaching was good with much that
is outstanding.
Parents and carers at both sites are unanimous
Pupils’ behaviour in classrooms and around the
Governors are well informed about the school.
in their praise of the school. The school is a
harmonious and happy community. Pupils raise
money for those less fortunate than
themselves, and show considerable respect for
each other. Pupils’ spiritual, moral, social and
cultural development is outstanding.
school is exemplary. They have very positive
attitudes towards their learning and enjoy very
strong relationships with all the adults. They
feel happy and safe. Consequently their
attendance is good.
They have been instrumental in supporting the
expansion of the school. They ask challenging
questions of senior leaders and hold them to
account.

Information about this inspection

  • Inspectors visited 23 lessons or part-lessons. All of the teachers were observed.
  • Many of the lesson observations were shared with members of the senior leadership team. Short
    visits were made to observe the quality of teaching in the Early Years Foundation Stage.
  • Pupils were heard reading and work from Years 2, 3, 4 and 5 was looked at with leaders.
  • Inspectors observed the school’s work, and looked at a range of documents, including the
    school’s self-evaluation and improvement plan, the school’s records of monitoring, tracking
    information showing the progress of pupils, minutes of meetings of the governing body, and
    records relating to behaviour, attendance and safeguarding.
  • They met with pupils, interviewed a sample of staff, and spoke to parents and carers. They also
    spoke to members of the governing body and representatives from the local authority.
  • The views of parents and carers were obtained through the 18 responses to the online
    questionnaire (Parent View). Written comments from 36 members of staff and one parent or
    carer were also considered.

Inspection team

Brian Netto, Lead inspector Additional Inspector
Jan Edwards Additional Inspector
Simon Hughes Additional Inspector
Andrew Lyons Additional Inspector

Full report

Information about this school

  • This is larger than the average-sized primary school. It is located on two sites over four miles
    apart, with three Reception classes at the Charlton site, and a single-form entry school with a
    nursery on the Thamesmead site.
  • The proportion of pupils from minority ethnic backgrounds is much higher than average. Most of
    these pupils speak English as an additional language. The largest group is of Black African
    heritage.
  • The proportion of pupils known to be eligible for the pupil premium is well above average. The
    pupil premium is additional funding for pupils looked after by the local authority, those known to
    be eligible for free school meals and children from service families. In this school, it applies to all
    three groups.
  • The proportion of disabled pupils and those with special educational needs supported through
    school action is below average.
  • The proportion supported at school action plus or with a statement of special educational needs
    is above average.
  • The school exceeds the government’s current floor standards, which set the minimum
    expectations for pupils’ attainment and progress.
  • The school runs a daily breakfast and after-school club at the Charlton site.
  • Since the last inspection, a second site was opened in September 2012 in Charlton. The building
    is being converted to accommodate three forms of entry. The leadership team has completely
    changed, with a new executive headteacher, a head of school at the Thamesmead site and a
    deputy headteacher appointed on both sites.

What does the school need to do to improve further?

  • Leaders and managers should ensure that as the school expands, consistency in the quality of
    teaching and the high levels of achievement are maintained, by:
    making sure that staff are supported to meet the different requirements on the two sites
    making sure that best practice in teaching and in the topics and learning experiences offered
    across both sites is regularly shared, so that all staff improve their performance.

Inspection judgements

The achievement of pupils is outstanding
  • Pupils in the Nursery and in the Reception classes join the school with skills well below the levels
    typical for their age. Vibrant and well-resourced environments and stimulating activities help
    them to make quick progress. They show a high degree of independence and perseverance so
    that by the time they leave the Early Years Foundation Stage, skills are well above typical
    expectations.
  • Attainment in reading, writing and mathematics has been well above national averages for over
    three years at the end of Year 2 and Year 6. Progress is rapid and sustained.
  • Pupils in Years 1 and 2 make rapid progress in their letters and sounds (phonics). They benefit
    from small-group work so that they can learn at their own speed. They apply their skills well to
    understand unfamiliar words and can identify words which are just made up. For example, one
    group enjoyed reading words to each other using a new sound, and helping each other to write
    these. Pupils are encouraged to read widely, and are given many opportunities to read for
    pleasure.
  • All groups of pupils make outstanding progress, including pupils supported through additional
    pupil premium funding. Their progress and attainment in English and mathematics are well
    above those found nationally. Pupils who are eligible for free school meals attained much higher
    than similar pupils nationally in both subjects in 2012 and were only about a term behind other
    pupils in the school.
  • Other groups make equally excellent progress from their different starting points, including
    disabled pupils and those with special educational needs. Much of the teaching is stimulating,
    and careful checking of how well pupils are doing helps ensure that they all achieve
    exceptionally well.
  • Pupils from minority ethnic groups, including those from Black African backgrounds, make
    outstanding progress. Those who speak English as an additional language receive focused
    support and also progress exceptionally well. Well-trained teaching assistants are used well both
    in class and on a one-to-one basis. This ensures that no pupil is left behind. This demonstrates
    the school’s firm commitment to ensuring equality of opportunity.
  • The school carefully tracks the progress of all the pupils. Action is taken to ensure that fast
    progress is maintained. As a result, more-able pupils make exceptional progress and attain
    standards well above those found nationally at the end of Year 2 and Year 6.
The quality of teaching is outstanding
  • Teaching is outstanding. The school has quickly ensured that teaching is consistent across both
    sites, often by sharing teachers between the sites. Teaching is typically brisk, work is well
    matched to the needs of the pupils, and there are high expectations of their behaviour.
  • The best teaching is characterised by effective questioning by all adults. A wide range of
    practical resources were used in a Year 3 lesson which helped the pupils to make calculations
    using money. All pupils achieved well as the teacher queried answers to help pupils correct their
    learning. Successful outcomes were shared so that pupils could see what they needed to do to
    improve.
  • The teaching of calculation is a strength of the school. Investigation and problem solving are
    often used to engage pupils’ attention. For example, children in Reception were encouraged to
    build a shelter from the sun. Skilful questioning helped them to decide what materials to use and
    how to work as a team. Pupils in Year 4 made rapid progress in understanding how to divide
    numbers, as regular checks on their learning ensured that any errors were spotted and
    corrected.
  • Pupils are given many opportunities to develop their language and counting skills across the
    school. Children in Reception were supported in making their own ice cream shop. Expert
    questioning by the teacher helped them decide on different flavours and costs. They were
    thoroughly engaged with the activity, and worked well to help each other with writing labels for
    the ice cream.
  • Pupils are well supported in lessons by additional adults. Year 5 pupils for example all made
    good progress in understanding the features of letter writing as all adults used clear criteria for
    indicating success so the pupils understood clearly what was expected of them.
  • Teachers provide detailed and frequent feedback and written guidance. This is particularly
    strong in writing. Pupils know exactly what they do well and what they need to do to improve
    their skills. They are given clear targets and pupils’ close familiarity with these helps them to
    take more responsibility for their own learning.
The behaviour and safety of pupils are outstanding
  • Pupils’ behaviour is outstanding. They show considerable care and respect towards each other,
    both in learning and at play. They are very welcoming to visitors. They love to ‘stay on green’,
    where their behaviour is good at all times, and enjoy the rewards that come with this.
  • Pupils have an excellent awareness about bullying. They appreciate the focus on this across the
    school, and enjoyed the drama company that helped them to gain a better understanding of
    how to deal with it. Playground buddies help the younger pupils to play well together at
    lunchtimes.
  • Pupils say they feel safe, and are confident that staff will deal quickly and fairly with any minor
    disputes. As one said, ‘Teachers will always be there for you; they won’t let you down.’ They
    have a good understanding of how to keep safe when using electronic media such as computers
    and mobile phones. The regular cycling tuition provided by the local authority also helps older
    pupils gain a better understanding of road safety.
  • The school places the care and well-being of the pupils at the centre of what it does. This is
    most evident in the support given to pupils whose circumstances make them vulnerable. Money
    has been raised to support children with medical needs. Pupils’ behaviour is skilfully managed so
    that all can take a full part in lessons. This ensures that the school is highly inclusive, and no
    discrimination is tolerated.
  • Attendance has been above average over a number of years, and the school had no exclusions.
The leadership and management are outstanding
  • Inspirational leadership from the headteacher, ably supported by senior leaders and managers
    and the governing body, ensures that the drive for improvement is continuous. They promote a
    culture of high aspiration and success for all. As a result, high standards have been maintained
    across the school for a considerable period.
  • The school’s expansion onto the Charlton site has presented leaders and managers with several
    challenges. Changes to the senior leadership team and shared staffing are helping to ensure that
    consistency is maintained and good practice is shared. However, each community has different
    needs, so the school is adapting what it offers and supporting staff to meet the varying needs.
  • All staff are proud of the school and share the drive for further improvement. Training is
    provided often by the school for the network of local schools. This helps them enhance their
    skills further, and consequently their morale is high.
  • The pupils are exceptionally well prepared for the next stage in their learning. Good links with
    the Nursery help children to quickly settle into the main part of the school. Transition
    arrangements are nowhere more evident than in the graduation ceremonies for children moving
    from Reception to Year 1. Mortar boards and certificates awarded for every sort of achievement
    help to give these events a special nature. They are well attended and supported by parents and
    carers.
  • The topics and themes provide many opportunities for pupils to take part in a wide range of
    creative experiences. Much is made of the local area including a visit to the forest school. Other
    visits to places of worship and local places of interest provide excellent opportunities for pupils’
    personal and academic development. One pupil said, ‘I love all the lovely trips we get taken on
    like the Clipper.’ These experiences and topics are beginning to be shared across the two sites.
    The learning activities make an outstanding contribution to the pupils’ spiritual, moral, social and
    cultural development.
  • The school provides a daily breakfast and after-school club, in partnership with other local
    schools. These are very much appreciated by parents and carers. There is also a wide range of
    after-school activities, including sporting and creative events. Many are well attended and pupils
    say they enjoy them.
  • All parents and carers spoken to at the Thamesmead and Charlton sites and those who
    completed the online survey were unreservedly positive about the school. This is reflected in the
    comment made by one parent or carer, ‘We are now very happy with the school... and I have no
    doubt that the school will continue to grow and develop positively.’
  • The local authority rightly gives a light touch to this highly successful school. It makes the most
    of the skilled leaders and teachers in supporting other schools.
  • The governance of the school:
    Members of the governing body play a strong role in driving the school forward. They receive
    financial and advisory support and training from the local authority. They have a good
    understanding of how well the school is performing when compared to national standards.
    Their regular checks on all aspects of the school’s work and on the benefits to pupils given
    additional funding help them to hold the school to account. They know about the quality of
    teaching, and are closely involved in recruiting the best staff, and ensuring that all staff
    perform well and are suitably rewarded. Care is taken to work closely with contractors on the
    new site. Governors have a strong commitment to ensuring the safety of pupils and meeting
    all statutory requirements, including those relating to safeguarding.

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 100157
Local authority Greenwich
Inspection number 411714

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 346
Appropriate authority The governing body
Chair Peter Brooks
Headteacher Jo Marchant
Date of previous school inspection 9 May 2007
Telephone number 020 8310 0157
Fax number 020 8312 1020
Email address reveal email: off…@windrush.greenwich.sch.uk

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