West Ham Church Primary School, located in Stratford, London, has been recognized as a good school following its inspection on May 12 and 13, 2021. The school fosters a positive learning environment where pupils enjoy their lessons and strive to meet the high expectations set by their teachers. The school emphasizes values such as harmony and compassion, which are reflected in the respectful interactions among pupils. The community is inclusive, ensuring that all students, regardless of their needs or circumstances, feel valued and supported.
Pupils report that disruptive behavior is infrequent and that teachers effectively manage any issues that arise, allowing for a focus on learning. While instances of bullying, including cyberbullying, do occur, students feel well-informed about how to seek help and trust that staff will address these issues promptly and fairly. The school environment is perceived as safe, and pupils appreciate the responsibilities they can take on within their classes, even amidst restrictions due to the COVID-19 pandemic. Special educational needs and disabilities (SEND) students have received appropriate support to adapt to the changes brought about by the pandemic.
The school has made significant improvements to its outdoor facilities for early years children, enhancing their learning experiences. Pupils engage in various activities that promote their appreciation of the arts and awareness of global issues. The curriculum is well-structured and has been systematically developed since the current headteacher's appointment in January 2020. During the pandemic, all subjects were taught through remote education, and teachers are now focused on addressing knowledge gaps that may have arisen. A rigorous program is in place to help pupils catch up on their learning.
Teachers are aware of the importance of building on prior knowledge, as seen in subjects like science, where Year 6 pupils connect their current studies to previous lessons on forces. However, there are areas for improvement, particularly in the effectiveness of questioning techniques used by teachers to assess pupil understanding. Occasionally, the activities selected may hinder teachers from identifying misunderstandings among students. Additionally, some subject leaders lack a comprehensive understanding of how the curriculum is implemented across different classes, which can lead to inconsistencies in teaching quality.
The teaching of early reading is a strong point, with phonics instruction being delivered effectively. Children practice their letters and sounds throughout the day, and reading materials are appropriately matched to their abilities. The school has invested in a wider range of books, and pupils enjoy the new library and the stories read to them by teachers. Mathematics lessons are also well-received, with pupils demonstrating a solid grasp of essential knowledge and vocabulary.
Pupils exhibit good behavior in lessons and throughout the school, appreciating the recognition they receive for positive conduct. The school has effective measures in place to address bullying, and pupils value the availability of resources to express their concerns. SEND pupils have equal access to the curriculum, benefiting from expert training provided to teachers.
Teachers feel supported by school leaders in managing their workload and have been actively involved in decision-making processes. The safeguarding arrangements are effective, with strong relationships between leaders and parents facilitating prompt identification and resolution of concerns. Overall, while the school has many strengths, there are areas where further development is needed, particularly in enhancing assessment practices and ensuring consistent curriculum implementation across all classes.
