Avanti Court Primary School, located in Barkingside, Essex, has received a positive inspection report following its evaluation on June 7 and 8, 2022. The overall effectiveness of the school is rated as good, with several areas receiving outstanding ratings, particularly in behavior and attitudes, personal development, and early years provision. The quality of education and leadership and management are also rated as good. This inspection marks a continuation of the school's previous good rating from November 2020.
The school environment is characterized by a calm atmosphere where pupils demonstrate respect for one another and staff. They embody the school’s values and participate in daily meditation and weekly yoga sessions, which contribute to their well-being. Pupils feel safe and are encouraged to communicate with adults if they have concerns. The school promotes a culture of inclusivity, celebrating diversity among its students, including those from different faiths and family structures.
Pupils exhibit exemplary behavior in lessons and throughout the school, with minimal disruption noted. Instances of bullying are rare and not tolerated. The early years program is particularly engaging, with children enjoying outdoor activities and gardening, which enhances their learning experience.
The school offers a variety of extracurricular activities, including sports, dance, and music clubs, and organizes trips and workshops that enrich the curriculum. These initiatives include workshops on faith, visits from authors and nutritionists, and programs promoting female leadership in science.
The curriculum is ambitious and well-structured, with most subjects led by experienced staff who possess strong subject knowledge. This results in effective teaching and good progress among pupils. The school has made recent adjustments to the history and geography curricula to improve sequencing and ensure that all units are effectively integrated. However, these changes are still in the process of being fully embedded.
In subjects where leadership is strong, teachers effectively convey key concepts and information. For instance, in mathematics, pupils demonstrate their reasoning skills, and in early years, staff maintain high expectations for all children, including those with special educational needs and disabilities. The curriculum is designed to revisit concepts over time, allowing pupils to build on their knowledge progressively.
Assessment practices are robust, with staff regularly evaluating pupils' understanding and addressing misconceptions during lessons. Subject leaders have implemented formal assessment tasks to gauge knowledge retention at the end of each topic, enabling teachers to identify and address any gaps in understanding.
Pupils with special educational needs have access to the full curriculum, with lessons adapted to meet their learning needs. The early years staff excel in supporting these pupils, ensuring they make significant progress. Leaders maintain effective communication with parents regarding their children's progress and engage with external agencies when necessary.
Reading is prioritized within the school, with clear expectations for phonics instruction. Staff are well-trained, and phonics is introduced as soon as children enter the nursery. However, there are areas for improvement, particularly in ensuring that all staff consistently emphasize phonics skills during reading sessions, especially with the lowest-performing readers. This inconsistency can hinder pupils' progress in developing their reading skills.
Overall, the school demonstrates a strong commitment to providing a high-quality education and fostering a supportive environment for all pupils. The leadership team is aware of the areas that require further development and is actively working to refine the curriculum and enhance teaching practices. The positive feedback from the inspection reflects the dedication of the staff and the supportive culture within the school, contributing to the well-being and academic success of its pupils.
