The Mulberry Primary School, located in Tottenham, London, has been recognized as a good school following its inspection on June 15 and 16, 2022. The school provides a positive environment where pupils feel happy and safe, and they enjoy their learning experiences. The commitment of teachers to the well-being of students is evident, and the school has established a consistent approach to behavior management, which has led to a low incidence of bullying. When issues do arise, they are addressed promptly and effectively by the staff. The school emphasizes the importance of safety, teaching pupils how to protect themselves and encouraging them to communicate any concerns to adults.
Leadership at The Mulberry Primary School is characterized by high expectations for both behavior and academic achievement. Since the last inspection, staff have made significant improvements, particularly in the design of the curriculum, which is tailored to ensure that all pupils, including those with special educational needs and disabilities, can learn effectively and retain knowledge. Pupils generally demonstrate hard work and good behavior in class, although there are instances of boisterous behavior during playtime.
The school has recently celebrated the installation of a history timeline mural, which highlights the contributions of local figures such as Walter Tull, a pioneering black footballer. This initiative reflects the school’s commitment to fostering pride in local history and culture among its pupils. The curriculum is well-structured, allowing pupils to progress through a diverse range of subjects, and they take pride in their learning outcomes.
Reading instruction is a priority at The Mulberry Primary School, with a well-sequenced early reading program that includes phonics. Children begin learning phonics in the nursery, and their reading skills are further developed in the reception year and beyond. The school ensures that reading materials are aligned with the phonics knowledge of the pupils, and regular assessments help identify those who may need additional support. Older pupils are encouraged to read regularly in class, and they enjoy sharing their favorite books and authors with one another.
The school also provides a specially resourced provision for pupils with autism spectrum disorder, ensuring that their individual learning needs are met in a stimulating environment. The curriculum is designed to build knowledge progressively, with clear expectations set for what pupils should learn at each stage. Staff receive training to support the effective delivery of the curriculum, although some subjects are still in the early stages of implementation.
Teachers assess pupils' understanding and plan lessons that cater to the diverse needs of all learners, including those with special educational needs and those who speak English as an additional language. The school places a strong emphasis on teaching subject-specific vocabulary, which is prominently displayed in classrooms to reinforce learning.
The curriculum extends beyond academics, incorporating lessons about the local community and the wider world. Pupils participate in various extracurricular activities, including arts and crafts, gymnastics, and coding clubs. Staff members feel supported by school leaders, who prioritize their well-being and foster a positive working environment.
Safeguarding measures at The Mulberry Primary School are effective, with staff trained to report concerns promptly. Leaders collaborate with external agencies to provide necessary support for pupils and families. The school is aware of local risks and incorporates relevant safety education into the curriculum, ensuring that pupils are equipped to handle potential dangers.
While the school has many strengths, there are areas for improvement, particularly in ensuring that expectations for learning are consistently applied across all subjects. Continued support and training for staff will be essential to enhance the delivery of the curriculum and ensure that all pupils achieve their full potential.
