St Mary’s Lewisham Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy coming to this school. They are very proud of the work they do to help the local community, particularly during the COVID-19 pandemic.

Teachers and leaders have high expectations. Clear routines lead to calm, purposeful behaviour, in and out of class. Staff expect pupils to try their best and to work well together.

Teachers bring subjects to life through a well-planned and interesting curriculum. Pupils feel well supported by their teachers. Pupils with special educational needs and/or disabilities (SEND) learn the same ambitious curriculum.

Staff support these pupils' learning effectively.

Leaders and governors are driven by the school'...s values and ethos. They ensure that pupils learn about other cultures and religions.

Leaders aim for pupils to be respectful of everyone. Differences are celebrated. Leaders strive to make the school a hub of the local community.

Parents and carers feel welcomed and included.

Pupils feel safe at school. They said that bullying does occasionally happen but is rare.

If there are issues or disagreements, staff sort these out quickly. Pupils are extremely respectful of their peers and of adults. Pupils spoke with pride about their leadership roles in the school.

For example, young leaders and prefects help younger pupils in the playground and around the school.

What does the school do well and what does it need to do better?

Leaders prioritise reading throughout the school. When children join the early years, they benefit from daily phonics teaching.

Staff follow a carefully planned phonics programme and receive training on how to teach the programme effectively. They have regular training updates to maintain their expertise. This includes, for example, making sure that staff know how to help all pupils keep on track with the phonics programme.

Pupils read books that match the sounds that they learn in phonics. This ensures that pupils gain the knowledge they need to become fluent readers.

Pupils like to talk about their favourite books and read widely.

Leaders have recently extended the range of books on offer for pupils to read. Pupils enjoy reading texts that introduce them to a wide range of cultures, communities and experiences. Pupils of all ages also enjoy listening to their teachers read out loud.

Story time is valued by all.

Leaders have designed a curriculum that is broad and ambitious. They have thought carefully about the essential knowledge that they want pupils to learn and remember.

In some subjects, such as art and history, this essential knowledge is taught through different themes. On occasions, teaching in these subjects does not clearly emphasise the essential subject content that leaders expect pupils to know. For example, in art, pupils focus more on exploring the theme being covered, rather than developing their use of different techniques, such as drawing and painting.

Nevertheless, most aspects of the curriculum are planned and taught well. Pupils gain a secure understanding of key knowledge and concepts over time. For example, in mathematics, the curriculum focuses on building up and deepening pupils' grasp of number and place value.

This focus begins in the early years. For instance, children learn to recognise and read numbers in different contexts, such as those that they see on clocks. Staff check pupils' understanding regularly.

They adjust teaching quickly to address any gaps in pupils' knowledge. Following pupils' return to school after the national lockdowns, leaders made sure that pupils' understanding of calculation methods remained strong. Pupils apply their understanding well, for example when solving mathematical problems and looking for connections and patterns.

Children in the Nursery and Reception classes are keen to learn and explore. Throughout the curriculum, staff prioritise children's language and communication skills. This includes providing well-targeted support for children who speak English as an additional language.

Staff plan learning so that children have lots to talk about. For example, children eagerly described why they were wrapping different gifts for Father Christmas.

Leaders and staff understand fully the needs of pupils with SEND.

They make adaptations to ensure that pupils receive well-targeted support. Learning is rarely disrupted. Pupils know the school's routines to promote positive behaviour.

Staff use these routines consistently, and pupils enjoy 'going for gold' in lessons.

Leaders provide extensive, high-quality experiences to support pupils' personal development. Staff offer pupils a plentiful range of clubs and trips.

A very high proportion of pupils take up these opportunities. Leaders also encourage pupils to understand how they can play a part in helping others, both in and out of school. For example, pupils organise regular charity events.

The school's annual harvest collection has been extended to support the community throughout the year.

Leaders find ways to reduce teachers' workload. For example, they have adjusted how teachers assess and mark pupils' work so that teachers find it manageable.

Staff feel that leaders consider their well-being and work-life balance.

Safeguarding

The arrangements for safeguarding are effective.

Leaders understand what they need to do to keep pupils safe.

They encourage all staff to be vigilant. Leaders act effectively when concerns arise. This includes sharing relevant information appropriately with staff and external professionals.

Leaders make sure that pupils have a range of ways to raise any concerns that they may have. For instance, 'worry boxes', in school and on the website, enable pupils to let staff know if they are feeling anxious or unhappy. Staff act quickly to address any concerns.

Leaders provide staff with regular training on safeguarding to ensure that they understand their responsibilities, including any changes to statutory guidance. All staff are proactive in keeping pupils safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders and staff are clear about the essential learning pupils need to know and remember.

However, sometimes, in subjects such as art and history, the delivery of the curriculum does not focus sharply on this essential learning. On occasion, pupils are set tasks that do not contribute as effectively to the development of their subject-specific knowledge. Leaders need to provide teachers with clear guidance and training on how to strengthen the delivery of the history and art curriculum.