Alfred Salter Primary School

Name Alfred Salter Primary School
Ofsted Inspection Rating Good
Inspection Date 05 February 2019
Address Quebec Way, Rotherhithe, London, SE16 7LP
Phone Number 02072523676
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 411 (48% boys 52% girls)
Number of Pupils per Teacher 21.1
Local Authority Southwark
Percentage Free School Meals 27.9%
Percentage English is Not First Language 38%
Persisitent Absence 10.4%
Pupils with SEN Support 14.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This is a larger-than-average-sized primary school with a diverse mix of pupils. The school opened in 1995 in a new building with excellent facilities and generous outside space, including a running track. One third of pupils are White British. The proportion of pupils entitled to free school meals is significantly above the national average. The percentage of pupils with English as an additional language is higher than average. The percentage of pupils supported by an EHC plan is significantly higher than the national average. These pupils have a wide range of complex needs, including physical disabilities.

Summary of key findings for parents and pupils

This is a good school The school is an inclusive learning community that meets the diverse needs of its pupils. Leaders’ vision is shared by governors and staff, and valued by parents and carers. The school environment is inspirational. The buildings and outside space celebrate pupils’ work and achievements. The facilities enable pupils with a range of physical difficulties to move around the school safely and access all learning and play areas. Leaders and governors have worked tirelessly to improve the quality of education since the previous inspection. They are outward looking. They work closely with the local authority, the local teaching school alliance and partner schools. This has led to improvements in the quality of teaching, learning and assessment. The recruitment and retention of staff have stabilised. The extended leadership team is highly skilled and strategic. The development of middle leadership is leading to greater consistency in the delivery of the wider curriculum. The use of additional funding is carefully targeted by leaders and governors to improve the progress and achievement of disadvantaged boys in reading and writing. Teaching, learning and assessment of reading, writing and mathematics are now good. Lessons are planned to meet the needs of all pupils. In science and history, pupils’ writing skills are developed well. However, planning of the wider curriculum is not yet consistent in developing pupils’ depth of study. Outcomes for all pupils are improving. The proportion of pupils achieving expected or higher standards is now at the national average. Disadvantaged pupils are now making stronger progress. So too are those with special educational needs and/or disabilities. Provision for pupils with education, health and care (EHC) plans is outstanding. They are fully included in all aspects of the life of the school and are taught well. The quality of early years provision has improved in the past three years. Most children make strong progress from their starting points. Pupils’ spiritual, moral, social and cultural development is promoted throughout the school. Pupils are taught to be caring, responsible citizens. Safeguarding is effective.