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Quotes from The Inspection Report
for
St Andrew's CofE Primary School in London, which took place
in March 2009.
The great majority
of pupils are from minority ethnic groups. Around two thirds are
of Black British heritage. Although English is not the first
language for quite a high proportion of the pupils, only a small
number are at an early stage of learning English. This includes
some of the above-average proportion of pupils who join the
school part-way through their primary education. The proportion
of pupils with learning difficulties is high, covering quite a
wide spread of different needs.
Overall effectiveness of the school: Grade 2
Standards in English, mathematics and science, that had for many
years previously been exceptionally low, have been in line with
the national average in each of the last three years. Pupils now
make good progress and achieve well. Pupils joining St Andrew's
part-way through their primary education, including a number who
are learning English as an additional language, make good
progress.
The curriculum is both stimulating and innovative, for example
in the way it organises pupils' learning in literacy and
numeracy. As a parent explained, 'These have really helped my
son to get ahead in reading and develop an enthusiasm for
mathematics.'
Quality of Provision
Teaching and learning: Grade 2
It is teachers' raised expectations that have made the biggest
difference in this school. These have resulted in purposeful,
well-managed lessons where there is a good pace of learning.
Pupils are routinely encouraged to share ideas in pairs…
Curriculum and other activities: Grade 1
The rich curriculum helps to excite pupils and motivate them to
succeed. Pupils' needs are well targeted through innovations in
literacy where, for example, pupils are grouped across classes
by ability rather than age. |
