|Name||Oliver Goldsmith Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||25 September 2018|
|Address||Peckham Road, Camberwell, London, SE5 8UH|
|Religious Character||Does not apply|
|Number of Pupils||433 (51% boys 49% girls)|
|Number of Pupils per Teacher||22.3|
|Percentage Free School Meals||28.4%|
|Percentage English is Not First Language||64%|
|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.