Hazelbury Junior School

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1 School report Hazelbury Junior School Haselbury Road, Edmonton, London, N9 9TT Inspection dates October 2014 Overall effectiveness Previous inspection: Requires improvement 3 This inspection: Requires improvement 3 Leadership and management Good 2 Behaviour and safety of pupils Good 2 Quality of teaching Requires improvement 3 Achievement of pupils Requires improvement 3 Summary of key findings for parents and pupils This is a school that requires improvement. It is not good because: The attainment of pupils at the end of Key Stage 2 is too low in reading, writing and mathematics. Not all pupils have developed the reading skills they need to help them make good progress. In the past, the progress made by disadvantaged pupils has not been good enough. The quality of teaching has not been consistently good enough over time to ensure good progress. This is especially true in the development of pupils reading skills. Teachers marking in subjects other than in English and mathematics is variable and does not always help pupils to understand how to improve. Recent improvements have not been in place long enough to show their impact on pupils achievement over a sustained period. The school has the following strengths: The new headteacher has raised the expectations of everyone in the school. She is dealing with the school s history of underachievement. Her determined leadership is raising standards. Leadership at all levels is good. Leaders are having a positive impact on the achievement of pupils currently at the school, including that of disadvantaged pupils. Teaching is improving rapidly. Governance has improved significantly in the last year and is now strong. Governors check on the school s work closely. They know the school well and challenge leaders to improve standards rapidly. The curriculum provides a rich range of activities. Provision in sport is well developed and gives pupils many experiences that they enjoy and remember. Pupils behaviour in lessons and around the school is good. They are interested in their work. Their positive attitudes now contribute well to learning. The school s work to keep pupils safe is good. Pupils say they feel very safe and enjoy coming to school.

2 Inspection report: Hazelbury Junior School, October of 9 Information about this inspection Inspectors visited 24 lessons, some jointly with school leaders. Meetings were held with the headteacher, other staff, the Chair and Vice-Chair of the Governing Body and a representative of the local authority. Inspectors spoke to three groups of pupils about their experiences at the school. The inspection team listened to some pupils read and looked at a wide range of other evidence, including pupils work. The inspection team considered 29 responses to the online questionnaire, Parent View. Inspectors spoke with parents and carers and took account of the findings of a recent school survey. They also considered the 30 responses to the staff survey. A range of documents and procedures, including the school improvement plan and systems for checking pupils progress, was examined. Documents relating to safeguarding and behaviour were also reviewed. Inspection team Robert Ridout, Lead inspector Maura Docherty Tusha Chakraborti Additional Inspector Additional Inspector Additional Inspector

3 Inspection report: Hazelbury Junior School, October of 9 Full report Information about this school Hazelbury Junior School is larger than the average-sized primary school. Pupils come from a wide range of ethnic backgrounds. Almost half of the children are of Black British, Black African or Black Caribbean heritage. About three-quarters of pupils speak English as an additional language. About half of the pupils are eligible for the pupil premium. This is well above the national average. The pupil premium is additional funding for pupils who are known to be eligible for free school meals or are looked after by the local authority. About one quarter of pupils are disabled or have special educational needs and are supported by school action. This is well above the national average. The proportion identified at school action plus or with a statement of special educational needs is slightly above average. Hazelbury Junior School is part of the Hazelbury Learning Community and works in partnership with Hazelbury Infant School and Hazelbury Children s Centre. The school began a partnership with Bowes Learning Alliance in January This includes Bowes Primary School and Chesterfield Primary School. Bowes Primary School is a National Teaching School. The new executive headteacher was appointed in June She is a National Leader of Education and the executive headteacher of the Bowes Learning Alliance. The school does not meet the current government floor standards, which set the minimum expectations for pupils attainment and progress in English and mathematics by the end of Key Stage 2. What does the school need to do to improve further? Improve the quality of teaching so that it is consistently good or better and ensures achievement is at least good in all subjects by: providing marking and feedback in all subjects that clearly sets out the next steps that pupils need to take to improve their work ensuring that pupils basic skills in mathematics, writing and especially reading are improved rapidly. Continue to close the gap in achievement between disadvantaged pupils and other pupils, both in school and nationally. An external review of the school s use of the pupil premium should be undertaken in order to assess how this aspect of leadership and governance may be improved.

4 Inspection report: Hazelbury Junior School, October of 9 Inspection judgements The leadership and management are good The executive headteacher has successfully created an ethos of a hard-working community with raised expectations of achievement and of the quality of teaching. School leaders, including governors, have an accurate view of the school s effectiveness. They have a clear picture of the school s strengths and of the areas for development. There is detailed planning and a determination to bring about improvement at all levels of leadership. All the staff are working hard to raise standards. Pupils are making sustained and better progress than in the past. Middle leaders are clear about their role in raising standards of teaching and achievement. They are quickly developing the confidence and skills of their teams. Effective teachers from the wider partnership of schools and from within the school team provide strong coaching and guidance. Teachers are starting to share and apply good practice through helpful advice and training. Teaching is improving as leaders regularly and carefully check on its quality. Their judgements on the quality of teaching and pupils progress are accurate. Professional development for teachers and teaching assistants supports and improves their skills. Leaders consider the effectiveness of teaching and its impact on pupils achievement in deciding on any salary progression and future promotion. School records show that teaching is improving strongly. The new curriculum promotes excitement and high levels of interest. It is tailored to the needs and abilities of pupils currently in the school so that they achieve good outcomes. This is clearly seen in the high standard of work seen in books and in the results of assessments of pupils currently at the school. The school develops pupils spiritual, moral, social and cultural knowledge through an exciting range of lessons very effectively. Teachers tackle discrimination effectively by encouraging pupils to develop good relationships with others and to celebrate the differences between them. Well thought out activities encourage them to value friendships, widen their knowledge and develop a greater understanding of their lives in modern Britain. Sports funding is used well to provide specialist coaching and training for pupils and staff. The additional programmes offered during and after school have a positive impact on pupils attendance, behaviour, health and sports skills. Levels of participation are high in additional sporting activities such as dance, football, netball and rugby. Pupil premium funding is used to provide extra help from teaching assistants and specialist teachers. Pupils who are eligible for the funding are now making better progress from their low starting points. Leaders and teachers meet regularly to monitor pupils progress. The school has provided support that has begun to narrow the attainment gap in reading. The vast majority of parents and carers, pupils and staff who gave their views agree that the school is well led and managed. Pupils are full of praise for the new executive headteacher. They say that behaviour has improved significantly since her appointment. The local authority provides good support to the school. It has helped governors re-organise and become more effective. It has played a key role in recruiting the new executive headteacher and establishing the partnership with the Bowes Learning Alliance. As a result, expectations are higher and rapid improvements in teaching and learning have been secured. Child protection and safeguarding arrangements are robust and meet statutory requirements. The governance of the school: Governance has improved significantly during the last year and is now a real strength of the school. The governing body is very experienced and well qualified. Governors routinely keep themselves up to date with current educational issues. They play a significant part in setting the long-term direction of the school. Governors challenge and support school leaders to make the improvements needed to raise standards. Governors have a good understanding of the information about pupils progress and of how the school is doing compared to others nationally. They visit the school often and know where the teaching is strong and where it has been less effective. During the last six months they have worked closely with the headteacher to tackle underperformance in teaching. Governors know how the national teaching standards and the achievement of pupils are linked to performance management for teachers. They ensure that good teaching and good leadership are

5 Inspection report: Hazelbury Junior School, October of 9 rewarded. Governors manage the budget effectively. They check that the extra money for primary school sports funding has a positive effect. They know what the additional funding for disadvantaged pupils has been spent on. They are checking closely on how it is helping to close the attainment gaps in reading, writing and mathematics more rapidly this year. Safeguarding policies and procedures are reviewed to make sure pupils are safe and well cared for in the school. The behaviour and safety of pupils are good Behaviour The behaviour of pupils is good. Pupils behave well and are eager to learn. They enjoy the teaching they now receive. Their positive attitudes contribute to the improving progress they are now making. Behaviour is not outstanding because pupils attitudes to reading are not consistently high. Relationships throughout the school are very positive. Pupils are typically polite, friendly and very considerate towards others. They work well and cooperate happily with each other. Pupils from different ethnic backgrounds work and play well together. For example, they make sure all pupils are included in break-time and after-school sporting games. Pupils learn about the faiths and customs of others and value the variety of each other s traditions. The school has very few racist incidents and is a harmonious place in which to learn. Parents responses to the online questionnaire show that a small minority have concerns about behaviour and bullying. Exclusions have fallen significantly in the last year. School records show, and inspection findings confirm, that behaviour is typically good. The school works hard with parents and carers to ensure all pupils attend. It has given this aspect of its work a high priority. Attendance is now above the national average and punctuality is good. Safety The school s work to keep pupils safe and secure is good. Its safeguarding procedures are clearly understood by all staff and regular training ensures that safeguarding remains a high priority for all. Good site security and effective maintenance ensure the environment is safe. Pupils say they feel safe and enjoy coming to school. Pupils feel especially safe in the playground because they have access to appropriate play equipment and a wide range of well-planned, supervised activities. This view is supported by parents who responded to the online questionnaire and by those who spoke to inspectors. Pupils can describe what bullying is. They know about different forms of bullying, including cyber bullying. Pupils say that bullying is rare. Those who spoke to inspectors said that they know how to deal with any minor problems and that they have confidence in the school to help them when required. The before- and after-school clubs add to the learning of those who attend. Pupils enjoy a range of activities in a caring and secure setting. The quality of teaching requires improvement Teaching over time has not been consistently good enough. It has not ensured that pupils make good progress, particularly in reading and learning the sounds that letters make. Pupils have not improved their reading skills fast enough because teachers have not planned activities to support or challenge pupils sufficiently. Pupils have not always been encouraged to take an active interest in reading outside school. New appointments have secured rapid and sustained improvement in rates of progress. Teaching is improving. Leaders are developing a strong culture in which the best practices are shared between teachers. Expectations of all have been raised. Leaders are moving ahead with changes and training to bring about consistently good and outstanding teaching. The school s tracking of pupils progress shows that school leaders are being successful in raising standards of teaching. Teaching has improved in mathematics and in writing. However, in some lessons pupils are still not improving their reading skills fast enough. Teachers mark pupils work and provide them with feedback on how to improve it. Teachers marking and feedback in English and mathematics are of high quality. Pupils can describe what changes they need to make and can show where they have improved their work. This approach to marking is not applied equally

6 Inspection report: Hazelbury Junior School, October of 9 well in other subjects. As a result pupils do not always understand how to improve their work. Both teachers and teaching assistants ask pupils questions that make them think more deeply about what they are learning. Pupils are often asked to explain and justify their answers to encourage them to fully consider their responses. Activities are well-matched to pupils needs. In mathematics, pupils are given problems that really test their abilities, knowledge and understanding. In English, teachers expect pupils to present, discuss and explain their work to others. Work in pupils books shows that pupils now take greater care over their presentation, complete more work and that standards are rising. Classrooms are attractive and tidy. A good deal of pupils work is presented on walls in the classrooms and corridors. Displays are stimulating and support learning well. Relationships between pupils and all staff are very positive. The use of praise and encouragement is a common feature of all teaching and results in pupils wanting to learn. Teachers and teaching assistants work very effectively together. Highly qualified and motivated teaching assistants provide good support, both to individual pupils and to small groups. The achievement of pupils requires improvement Pupils start the school with skills consistently well below what is typical for their age. In 2014, many pupils had not developed their skills in mathematics, reading or writing enough to prepare them for the next stage of their education. Work in pupils books from last academic year indicates a rapid improvement in the attainment of pupils currently at the school. Pupil s work since the beginning of this academic year also clearly indicates that a good rate of progress is being sustained. In 2014, the proportion of pupils who reached the level typical for their age in writing, mathematics and reading remained below that seen nationally but had risen compared to previous years. The proportion of pupils making expected or better than expected progress was good in writing, had improved in mathematics but remained below average in reading. In 2014, assessments at the end of Key Stage 2 show that by the end of Year 6, disadvantaged pupils were two terms behind their classmates and almost one year behind other pupils nationally in reading, writing and mathematics. School records, which have been externally validated, show that Year 6 pupils made better progress from the start of the year than in the past to secure these outcomes. The attainment of disadvantaged pupils currently on roll is rising across the school because their progress has been accelerating rapidly, especially in reading and writing. This is because leaders track the quality of pupils work and the impact of interventions on their attainment weekly, to ensure eligible pupils receive effective support. There is clear evidence from work seen in pupils books, from the outcomes of regular assessments and from what pupils say about their learning, that improvements in the rates of progress are being sustained. The attainment of the most-able pupils in 2014 was lower than expected, particularly in mathematics and writing. Year 6 pupils made progress close to that expected of them during their final year. Evidence from last year s books and data provided by the school shows that more-able pupils in the school are now making more rapid progress, attainment is rising and more are working at the higher levels. Work produced by pupils this year confirms this rate of progress is being maintained. In the past, disabled pupils and those with special educational needs did not attain well or make the progress expected of them. Leaders have established good links and more positive working relationships with parents so that pupils needs are identified more quickly, and relevant and effective support provided. Pupils of all ages now make more rapid progress from very low starting points and attainment is improving. Pupils who speak English as an additional language and those from minority ethnic backgrounds achieve as well as other pupils in the school. Pupils are accurately assessed on entry to the school. Teachers and teaching assistants work effectively with individuals and small groups to provide focussed support for pupils. Most are now on track to make at least the progress that they should and to reach the standards expected for their ages.

7 Inspection report: Hazelbury Junior School, October of 9 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 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. 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.

8 Inspection report: Hazelbury Junior School, October of 9 School details Unique reference number Local authority Enfield Inspection number This inspection of the school was carried out under section 5 of the Education Act Type of school School category Age range of pupils Gender of pupils Junior Community 7 11 Mixed Number of pupils on the school roll 592 Appropriate authority Chair Headteacher The governing body Karen Mautner Sarah Turner Date of previous school inspection January 2013 Telephone number Fax number address

9 Any complaints about the inspection or the report should be made following the procedures set out in the guidance raising concerns and making complaints about Ofsted', which is available from Ofsted s website: If you would like Ofsted to send you a copy of the guidance, please telephone , or You can use Parent View to give Ofsted your opinion on your child s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when and as part of the inspection. You can also use Parent View to find out what other parents and carers think about schools in England. You can visit or look for the link on the main Ofsted website: The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone , or You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular alerts about new publications, including survey reports and school inspection reports, please visit our website and go to Subscribe. Piccadilly Gate Store St Manchester M1 2WD T: Textphone: E: W: Crown copyright 2014

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