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.