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| Unique Reference Number |
102018 |
| Local Authority |
Enfield |
| Inspection number |
323570 |
| Inspection dates |
8th May 2009 |
| Reporting inspector |
Charalambos Loizou |
This inspection of the school was carried out under section 5 of the Education Act 2005.
| Type of school |
Primary |
| School category |
Foundation |
| Age range of pupils |
3 - 11 |
| Gender of pupils |
Mixed |
| Number on roll |
660 |
| Appropriate authority |
The governing body |
| Date of previous inspection |
22 March 2006 |
Introduction
The inspection was carried out by two Additional Inspectors. The inspectors evaluated the overall effectiveness of the school and the accuracy of the school's own evaluations and focused on the following areas:
• the extent to which the school is improving the achievement of boys, particularly in the Early Years Foundation Stage and Key Stage 1
• the opportunities the pupils have to reflect on and assess their own learning in lessons
• the extent to which the school seeks and acts on pupils' views, as well as the opportunities pupils have to contribute to the work of the school and to show initiative.
Evidence was gathered from lesson observations, work in books, the analysis of test results, teachers' assessments and records of pupils' performance, as well as parents' responses to questionnaires and discussions with pupils, staff and governors. Other aspects of the school's work were not investigated in detail, but the inspectors found no evidence to suggest that the school's own assessments, as given in its self-evaluation, were not justified, and these have been included where appropriate in this report.
Description of the school
Cuckoo Hall is a very large primary school and is expanding to accommodate an increasing demand for places. Nursery and Reception children join the school in the year in which they will be three or four years of age respectively and both year groups comprise the school's Early Years Foundation Stage. The Nursery children attend part-time and there are currently three full-time Reception classes with plans to expand to four classes in September 2009. Throughout the school there is significant diversity represented by a wide range of minority ethnic groups. In addition to the majority who are from White British, Black African, Caribbean or Turkish backgrounds, other groups include pupils of Asian or Eastern European heritage. Compared with other schools, a much higher proportion of pupils are in the early stages of learning English and most of these are in the Early Years Foundation Stage or in Years 1 and 2. The percentage of pupils eligible for free school meals is well above the national average. The proportion of pupils with learning difficulties and/or disabilities is above average. The main areas of need are in speech and language, or pupils have specific learning difficulties such as autism or emotional and social difficulties. The school has extensive links with other schools, colleges and organisations, including business partnerships. The school has a number of nationally accredited awards, including the Healthy School, Activemark and the Leading Parent Partnership awards.
Key for inspection grades
| Grade 1 |
Outstanding |
| Grade 2 |
Good |
| Grade 3 |
Satisfactory |
| Grade 4 |
Inadequate |
Overall effectiveness of the school
Grade: 1
The pupils and their families benefit enormously from the high standard of care and education provided. Cuckoo Hall is an outstanding school whose pupils demonstrate enthusiasm for all that their teachers and support staff offer them. Highly effective leadership and excellent teaching enable the pupils to achieve extremely well and reach high standards by the end of Year 6. The vast majority of parents who responded to the inspection questionnaire paid tribute to the dedication and commitment of staff and governors. One parent summed up the views of most: 'The school has such a lovely feel to it. When I have been in school for assemblies and coffee mornings, it feels like going to a friend's house.' Parents have expressed their complete satisfaction with the progress their children make and at the same time confirm that the school incorporates fully their views. Pupils, too, are very satisfied; as one stated, 'This is the best school, it's fantastic', and another added, 'It is very easy to make friends and the teachers are very supportive.' The strong and dedicated leadership of the headteacher, deputy headteacher and assistant headteachers has encouraged the staff and governors to evaluate the school accurately in all areas of its work. The staff are very committed to pupils' all-round development, which underpins the school's success so that pupils of all backgrounds and abilities thrive.
The majority of children in the Early Years Foundation Stage join with skills and abilities that are well below those expected of three- and four-year-olds. They make rapid progress, which is sustained throughout Years 1 and 2. Consequently, standards in reading, writing, mathematics and science are in line with those expected of seven-year-olds, reflecting excellent rates of progress in the short time the pupils have been in school. This strong foundation is built upon throughout Years 3 to 6 because excellent teaching continues and is never less than good. This is reflected in the results of national tests for Year 6 pupils, which show that, for some time now, they have consistently reached exceptionally high standards in English, mathematics and science. This strong track record accounts for the school's popularity and high demand for places which has led to the school's expansion. Nevertheless, the staff are not complacent and continually strive to improve pupils' achievements. For example, an accurate analysis of pupils' performance identified gaps in the achievement of boys in writing. As a result, a successful programme of intervention, staff training and innovative projects such as the current 'Big Write' programme, have boosted the performance of all pupils in writing. It provides excellent opportunities for pupils to write independently and extensively. Pupils' books and excellent displays of their work reflect how well the school has succeeded in raising achievement in all elements of English through extended writing projects, drama, reading workshops and an excellent range of topics combining creative subjects in stimulating ways. 'It's great fun', said one pupil, when describing how he was improving his writing by using adventurous and descriptive vocabulary to create an atmosphere or particular effect in poetry.
The teaching of letter sounds (phonics) is highly effective, so pupils develop their reading skills exceptionally well. The pupils learning English as an additional language are very well supported because lessons are structured consistently well to provide a wealth of opportunities for them to explain their ideas and assess their own learning. Teachers provide excellent opportunities for pupils to investigate challenging tasks in mathematics and science. Practical and engaging activities are planned in lessons using talk partners to very good effect. In an excellent mathematics lesson observed, two pupils helped each other to work out averages by arranging paper cups to work out the 'mean' and then checking that each understood how they arrived at their agreed answer.
The curriculum is stimulating, varied and challenging. An excellent range of enrichment activities broaden pupils' experiences beyond the classroom. Sport and healthy exercise are encouraged through the excellent range of clubs, team games, athletics events or swimming galas, so the pupils learn to adopt healthy lifestyles. Pupils study artefacts, art and sculpture from a range of cultures that extends their understanding of the wider world and ethnic diversity in Britain. There are excellent opportunities for pupils to learn to speak modern foreign languages and they particularly enjoy the many visits and visitors the staff incorporate into their studies. There is outstanding racial harmony in this diverse school community with excellent opportunities to celebrate a range of customs and festivals. These contribute extremely well to pupils' excellent spiritual, moral, social and cultural development. Parents attend weekly coffee mornings, such as the one visited by an inspector who was pleased to hear from parents of Turkish heritage that they valued these opportunities to meet other parents, and on this occasion to share a coffee and delicious baklava! There are outstanding partnerships with other organisations and schools that include joint arts projects, links with a professional football club as well as strong partnerships with colleges and businesses. Pupils are encouraged to learn about democracy when campaigning for safer roads or litter-free communities using links with local councillors and the Member of Parliament. Pupils show initiative or take responsibility when appointed as prefects, monitors or school councillors. Consequently, they mature into extremely well-behaved and considerate young people who actively care for others. One pupil explained, 'I've got three jobs now you know', when appointed as a playground buddy. Pupils thrive on the opportunity to become head boy or head girl, so taking on additional responsibilities for representing other pupils or helping the school to improve. Pupils thoroughly enjoy school because they are encouraged to pursue their interests and talents. There are many opportunities for them to participate in an excellent range of musical events or dance and drama performances. Excellent use is made of information and communication technology to support pupils' learning and this has also contributed significantly to raising the achievement of boys through visually stimulating resources using interactive technology.
The staff value pupils' efforts, which is reflected in the supportive comments made in pupils' workbooks and the praise given for their achievements. Teachers and support staff provide excellent care, guidance and support that contribute significantly to pupils' outstanding personal development and enable pupils to feel safe and secure. This is particularly effective for those pupils who find learning challenging or for those who need particular learning or emotional support. Attendance rates and punctuality are outstanding with very little persistent absence. Pupils are very attentive in lessons and show maturity beyond their years.
Governors are a real asset and make an outstanding contribution to the school. Together with the staff, governors seek pupils' and parents' views and keep them very well informed. The headteacher is continually broadening the scope for teachers to manage subjects and to take more responsibility for monitoring pupils' performance. The senior leadership team has encouraged staff and governors to assess accurately the impact of the school's work on the pupils as well as to evaluate its excellent impact on community cohesion. The school's very strong track record since its last inspection demonstrates that it has outstanding capacity to continue improving.
Effectiveness of the early Years Foundation Stage
Grade: 1
Children in the Nursery and Reception classes thoroughly enjoy a stimulating range of activities. Consequently, they make excellent progress and, by the time they start Year 1, the large majority are working close to the early stages of the National Curriculum in all areas of learning. Excellent resources in the Nursery are used very well to provide rich opportunities for the children to engage in role play and reading and writing activities. This is built upon successfully in the Reception classes where children are taught their letter sounds extremely well, and this helps them to make excellent progress in identifying common words. Stories and role play are used very well throughout the Early Years Foundation Stage with children having easy access to well-resourced reading, graphics and mathematics areas, so they gain confidence in reading, writing and number work. There are regular opportunities for the children to work and play and there are excellent plans in place to expand these even further to include more covered outdoor areas so they can play and learn in all weathers. The children do particularly well in developing their personal and social skills with many opportunities for the children to share and exchange ideas. The children assess their own learning by using smiley faces to show that they understand and this also improves their speaking skills as they explain what they have learned. Systematic assessments of children's progress, performance and welfare are maintained very well and these help to inform parents how well their children are doing. All children develop their confidence and communication skills outstandingly well and the overall provision for the Early Years Foundation Stage is extremely well managed.
What the school should do to improve further
• There are no significant areas for improvement. Inspectors agree with the school's current priority to extend opportunities for pupils to write independently in order to consistently reach high standards in writing.
Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: http://www.ofsted.gov.uk./
Inspection judgements
Annex B
Text from letter to pupils explaining the findings of the inspection
Children
Thank you for the thoughtful ways you made me feel so welcome when I came to visit your school. I enjoyed talking to you about your work and sharing lunch with you. It is obvious that you are very proud of your school and rightly so.
I am writing this letter to tell you what I found out about your school. * Your school is outstanding in all respects. The school community has worked together to make it so. * Your school is a welcoming and safe place. All of you enjoy coming to school and participating in the activities which the school offers.* Your behaviour is excellent and you and your parents and carers are very proud of your school.* Your school plans lots of exciting and challenging things for you to do. * You make healthy choices about food and exercise.* You have an excellent headteacher who makes sure that everyone learns well together and every child matters.
It was a pleasure and privilege for me to join you for a day. I hope you continue to work hard and wish you all the very best for the future.
Yours sincerely
Kekshan Salaria
HMI
© Crown copyright 2006
Website: www.ofsted.gov.uk
This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.
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.
Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaints about school inspections', which is available from Ofsted's website: www.ofsted.gov.uk. |
