|Name||Monkfrith Primary School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||13 September 2011|
|Address||Knoll Drive, London, N14 5NG|
|Religious Character||Does not apply|
|Number of Pupils||360 (48% boys 52% girls)|
|Number of Pupils per Teacher||24.4|
|Percentage Free School Meals||5.8%|
|Percentage English is Not First Language||24.2%|
|Pupils with SEN Support||8.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about the school
Pupil numbers have risen in this average-sized school, because it took in an extra class of Reception children in September 2010. Children in the Early Years Foundation Stage will be taught in a single Reception class this year but had not started at the time of the inspection. The majority of pupils are from a wide range of minority ethnic backgrounds although very few are at an early stage of learning English as an additional language. The proportion of pupils known to be eligible for free school meals is well below average. Fewer pupils than average are identified as having special educational needs and/or disabilities, although the proportion with a statement for their special educational needs is well above average. Their needs are mostly associated with autistic spectrum disorder. The school has recently received the International Schools Award and achieved Healthy School status.
Monkfrith Primary School has been on a long and successful journey in recent years and has improved in many areas since its last inspection. It has developed into a reflective and self-critical organisation which now provides an outstanding quality of education. Parents and carers are very pleased with the school and all that it does for their children, particularly the attention paid to keeping their children safe. Pupils develop a very firm foundation for success at secondary school and beyond. Through exemplary care, guidance and support, the current proportion of good and outstanding teaching, a rich and stimulating curriculum and their determination to succeed, pupils make outstanding progress and attainment is high and rising by the end of Year 6. Within a pattern of good teaching, some lessons have outstanding features that engage the pupils and drive learning forward rapidly through stimulating methods and interesting activities. However, questioning is not always used skilfully enough to challenge thinking, especially for the more able. Pupils have excellent attitudes to lessons and commitment to their learning. They are highly motivated, work hard, strive to meet their personal targets and respond quickly to their teachers’ marking when given time to do so. The topics studied by pupils bring learning to life by linking themes across subjects and providing very interesting contexts for their writing. The outstanding development of the international dimension in the curriculum has been recognised by a national award. Outstanding care, guidance and support generate great confidence in the pupils when facing new experiences such as moving year group or transferring to secondary school by taking account of individual needs. By knowing pupils as individuals the school very carefully pinpoints support to meet their needs. Highly effective support from skilled staff enables pupils with special educational needs and/or disabilities to participate fully in lessons alongside others and make rapid progress towards their individual targets. Very close and productive partnerships with other schools and organisations enrich the pupils’ school lives, and have a direct impact on their achievement. The pupils’ great enjoyment of school is reflected in above-average attendance levels and in the sense of purpose that permeates the school. Their behaviour is exemplary in lessons and around the school. Pupils say that their behaviour is excellent because : all adults consistently and fairly apply procedures. Pupils have an excellent understanding of how to stay safe and how to identify and deal with any risks they might face. Pupils are also very conscious of the actions they need to take to stay fit and healthy, as reflected in the achievement of Healthy School status. The school’s continual improvement has been secured through strong and decisive leadership at senior level, supported by a proactive and challenging governing body. The headteacher’s vision for the school is shared by all members of the staff team, and high expectations and rigorous monitoring have promoted outstanding outcomes. Self-evaluation procedures are systematic and provide an accurate basis from which to plan actions to meet the challenging targets set by senior leaders and the governing body. A training programme is starting for subject leaders as all are aware that recent staff changes have reduced their impact in supporting the headteacher and her senior team. The headteacher’s ambition to drive up standards even further and the school’s improvement since the last inspection give it an outstanding capacity for further improvement.