INSPECTORS have praised a primary school’s “highly positive culture for learning” and inclusive ethos.
Blackhorse Primary School in Blackhorse Lane was one of the first schools in the country to be visited by Ofsted using the regulator’s new ‘report card’ grading system in November.
The team of four inspectors, whose report was published in late January, said the school had achieved the education regulator’s ‘strong standard’ in three areas: attendance and behaviour, personal development and well-being, and inclusion.
It was given ‘expected standard’ gradings for pupil achievement, curriculum and teaching, leadership and governance, and early years provision.
The inspectors said: “The school fosters a highly positive culture for learning, maintaining a calm and purposeful environment.
“Staff implement the school’s approach to behaviour with kindness and sensitivity.
“Pupils show high levels of self-discipline and maturity. In the classroom, pupils demonstrate positive attitudes to their learning. They listen carefully, work hard and are supportive of each other.
“On the playground, pupils’ respectful and considerate behaviour continues. Discriminatory behaviour is not tolerated.”
The inspectors said pupils at the school’s Resource Base for children with autistic spectrum disorder integrated successfully into classes where appropriate.
They said: “The school’s inclusive ethos ensures that pupils with special educational needs or disabilities, and those who are disadvantaged, participate fully in school life.”
More than one in ten Blackhorse pupils have an education, health and care plan, providing more support than is available through special educational needs support: three times the national average of 3.5%. Another 9.26% have SEN support – below the national average of 15%.
The report said the school, which has 421 pupils aged between four and 11, provides a comprehensive range of opportunities to develop “artistic, musical and sporting passions”.
The inspectors said: “Pupils take pride in being part of the ‘track team’. They enjoy learning to play musical instruments, such as the recorder, or taking part in musical theatre. This develops pupils’ confidence and builds their self-esteem.”
Figures published in the report showed the proportion of pupils reaching expected standards in reading, writing and mathematics combined over the past two years was between 70% and 73%, above the national average of 61%.
The inspectors said pupils achieve well.
They said: “Leaders prioritise teaching pupils the most important knowledge and skills they need to succeed. This ensures that most pupils develop their handwriting, spelling, reading and knowledge of number well.”
The report recommended that checks on learning and understanding are made more consistent and precise to ensure all “gaps” in knowledge are addressed.
Leaders and trustees of the school were described as “highly ambitious” for the school and its community, taking measured actions to achieve priorities and ensuring staff have high-quality training.
The inspectors said: “Pupils and families are at the centre of the decisions they make.
“Parents and carers are overwhelmingly positive about many aspects of the school’s work.”
Blackhorse executive head teacher Simon Botten said the inspection was “one of the most rigorous” the school has experienced.
He said inspectors have to show evidence for “every word of every judgement”, and most schools are expected to receive at least one area identified as ‘needs attention’.
Mr Botten said a ‘strong’ judgement is “broadly comparable” to a high ‘outstanding’ rating under the previous system, while an ‘expected’ grade compares with a high ‘good’ rating.
He said: “This framework sets the bar extremely high.
“Inspectors must evidence every statement they make, so this was a searching and thorough process, but one which allowed us to demonstrate the ethos which makes our school so special.
“We are particularly pleased to see the school’s emphasis on children’s wider school experience – through our extensive extra-curricular offer – being singled out for praise.
“We are delighted that the report captures the lived experience of our pupils and the strength of our school community.
“It reflects the commitment, care and professionalism of our staff, who go above and beyond for children every day.
“This outcome is a moment to celebrate for our children, families and staff.
“It recognises a school where pupils thrive, feel a strong sense of belonging, and are supported to become confident, resilient learners – true champions in the making.”