Oliver Goldsmith Primary School

About Oliver Goldsmith Primary School Browse Features

Oliver Goldsmith Primary School


Name Oliver Goldsmith Primary School
Website www.olivergoldsmith.southwark.sch.uk
Ofsted Inspection Rating Requires improvement
Inspection Date 25 September 2018
Address Peckham Road, Camberwell, London, SE5 8UH
Phone Number 02077034894
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 433 (51% boys 49% girls)
Number of Pupils per Teacher 22.3
Local Authority Southwark
Percentage Free School Meals 28.4%
Percentage English is Not First Language 64%
Persisitent Absence 10.1%
Pupils with SEN Support 15%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is larger than the average-sized primary school. Most pupils attending this school are from Black or Black British African backgrounds. The proportion of disadvantaged pupils is well above the national average. The proportion of pupils who have support for SEN and/or disabilities is above average. The school runs a breakfast and after-school club.

Summary of key findings for parents and pupils

This is a school that requires improvement Since the previous inspection, leaders and governors have been too slow in taking decisive action to bring about sustained improvements. Governors do not hold leaders to account sufficiently for the impact of school improvement initiatives and additional funding. The plans for school improvement lack necessary detail. They do not identify specific actions or give tight enough timescales for tasks to be reviewed or completed. Where teaching is poorly planned, work is not well matched to pupils’ needs, pupils are not challenged effectively and their progress is hampered. The teaching of writing is not strong. Weaknesses remain in pupils’ spelling, punctuation and sentence structure. This limits pupils’ ability to write with the accuracy and sophistication expected for their age. Pupils do not receive regular opportunities to apply their mathematical knowledge in reasoning and when solving problems. As a result, pupils’ progress is slowed. Systems to check pupils’ progress in subjects other than English and mathematics are not robust. As a result, pupils do not make good progress across the curriculum. Pupils who have special educational needs (SEN) and/or disabilities do not make the progress of which they are capable because : teaching does not build on what they already know. The school has the following strengths Good teaching and provision in the early years ensure that children engage in their learning and make a positive start to their education. The teaching of phonics is effective in ensuring that more pupils than previously reach the expected phonics standard at the end of Year 1. The broad curriculum contributes well to pupils’ spiritual, moral, social and cultural development. Pupils receive good personal and social support to help them overcome challenges and settle into school life.