Alexander McLeod Primary School, located on Fuchsia Street in London, has been assessed as a good school following its inspection on October 30 and 31, 2019. The school is characterized by a positive atmosphere where pupils express enjoyment in attending. They speak highly of their experiences and appreciate the various opportunities provided beyond the standard curriculum, including educational trips that complement their classroom learning. The school is inclusive, ensuring that pupils with special educational needs and disabilities are fully integrated into school life.
Pupils feel well cared for by the adults in the school, who offer guidance and support, particularly regarding online safety. While instances of bullying do occur, the school effectively addresses these issues, and staff manage behavior consistently and fairly. The respectful attitudes of pupils during lessons contribute to a conducive learning environment, where they are attentive and supportive of one another.
The leadership and staff at Alexander McLeod Primary School maintain a high standard of education, with a strong emphasis on reading. In the early years, staff are diligent in teaching phonics, which lays a solid foundation for early reading skills. Most pupils become confident readers by the end of Year 1, thanks to the diverse range of quality texts they engage with. However, some pupils, particularly those with special educational needs and less confident readers, struggle with reading materials that do not align with their phonetic knowledge, hindering their progress.
The early years area is a nurturing environment that promotes exploration and communication. Children in Reception benefit from a well-structured learning experience, with clear expectations set by leaders. Activities are thoughtfully planned to enhance learning in reading and mathematics, and established routines foster strong relationships and good behavior among pupils.
In mathematics, the school has developed clear subject plans, and staff training is effectively implemented to enhance teachers' subject knowledge. This enables teachers to support pupils in grasping complex concepts. Pupils report that staff are responsive to their struggles, providing assistance to help them understand challenging material.
However, the history curriculum requires further development. While leaders have begun to identify essential knowledge for pupils, there is a lack of clarity regarding what pupils have learned in previous years. This gap affects pupils' ability to retain and connect their learning over time. Teachers need to focus on breaking down learning into manageable steps to facilitate better understanding and retention.
Pupils with special educational needs achieve well due to well-planned work that meets their individual needs. They express enjoyment in their learning and are included in all subjects and aspects of school life. The headteacher, staff, and governors work collaboratively, sharing high aspirations for the school and its pupils. Most parents feel well-informed about the school's activities and progress.
Staff members report feeling supported and valued, with leaders taking their workload into consideration. The school provides ample opportunities for pupils to learn about modern British values, encouraging them to reflect on their views and consider the needs of others. Initiatives like the 'McLeod marathon' allow pupils to engage in charitable activities, fostering a sense of community and social responsibility.
The school's safeguarding arrangements are effective, prioritizing pupils' safety and well-being. Staff are knowledgeable about potential risks and follow procedures to address concerns regarding pupils' welfare. Training for new staff is promptly provided, ensuring that all staff members are equipped to maintain a safe environment.
To improve, the school needs to ensure that lower-ability pupils, including those with special educational needs, have access to reading materials that match their phonetic knowledge. This will allow them to practice their skills effectively. Additionally, the history curriculum should be carefully sequenced to build knowledge progressively, enabling pupils to make connections between topics and retain information over time. Overall, Alexander McLeod Primary School continues to provide a good educational experience for its pupils, with clear areas identified for further enhancement.
