St Stephen's Church of England Primary School

Age group 3–11 Inspection date(s) 7–8 November 2011 Inspection number 376428 St Stephen's CofE Primary School Inspection report

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Unique Reference Number 100621 Local Authority Lambeth Inspection number 376428 Inspection dates 7–8 November 2011 Reporting inspector David Radomsky

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Primary School category Voluntary aided Age range of pupils 3–11 Gender of pupils Mixed

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Appropriate authority The governing body Chair Paul Black Headteacher Louise Salewski Date of previous school inspection 19–20 January 2009 School address Dorset Road London SW8 1EJ

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Telephone number 020 7735 1023 Fax number 020 7587 0073 Email address admin@st-stephens.lambeth.sch.uk achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.

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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by three additional inspectors. They observed teaching and learning in 15 lessons taught by 11 teachers, and meetings were held with groups of pupils, members of the governing body, parents, carers and staff. Inspectors observed the school’s work and scrutinised policies, exercise books, monitoring information, safeguarding procedures, data about past and recent performance, and the school’s improvement plans. The team analysed 112 parental questionnaires, 25 completed by staff and 107 by pupils.

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Introduction

The inspection team reviewed many aspects of the school’s work. It looked in detail at a number of key areas.

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Introduction

 How effectively are leaders at all levels evaluating school performance and making sustainable improvements?  How effectively does the school support the academic achievement and personal development of its more vulnerable pupils, especially those that join at other than the usual times?  How well do teachers ensure that activities in lessons enable all pupils to engage and the more able to attain higher grades?

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Information about the school

St Stephen’s CofE Primary School is an average-sized school. The proportions of pupils from minority ethnic backgrounds and those known to be eligible for free school meals are well above average. A larger than average proportion of pupils have special educational needs and/or disabilities; most of this group have speech, language and communication needs. The number of students who speak English as an additional language is well above average, as is the proportion of children entering the Nursery who are at the early stages of English acquisition. The proportion of those who join or leave the school other than at the usual time is also above average. The school has a range of accreditations, including advanced Healthy Schools Status and an Activemark award, and is part of the ‘In Harmony’ social uplift through music project. There is a children’s centre on site managed by the governing body.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

This is a good and rapidly improving school which plays an important part in the life of the local community. Support for pupils facing challenging circumstances and their families in conjunction with its children’s centre is an outstanding feature of the school. As one parent put it, ‘This is a very good school which is very supportive to parents and carers.’ Through accurate identification and effective support systems, the school ensures that pupils who speak English as an additional language, those who have special educational needs and/or disabilities, and those joining the school other than at the usual times achieve well. Outstanding care, guidance and support ensure that pupils adopt very healthy lifestyles, as reflected in the school’s advanced Healthy Schools Status and its Activemark award. Pupils feel safe in school and attendance is above average and rising. Pupils develop confidence and behave in a

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Main findings

polite, thoughtful and supportive manner, contributing to a very positive and nurturing school culture which is underpinned by the moral values of its Christian ethos. Pupils make an excellent contribution to their school, local and international communities, and their spiritual, moral, social and cultural development is outstanding.

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Main findings

The good curriculum meets the needs and aspirations of most pupils. Through partnership work with many agencies and the varied in-school activities, pupils have many opportunities to develop academically and personally. However, there are not yet enough opportunities for the development of advanced literacy and mathematical skills so that a larger proportion of pupils attain the higher grades in national tests.

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Main findings

The quality of teaching and learning has improved considerably since the last inspection and is good overall. Occasionally, however, planning does not take into account pupils’ full range of needs and abilities, especially by challenging the most able. Almost all teachers ensure that their pupils receive good guidance on how to improve their work, but in some cases pupils do not have sufficient opportunity to respond to teachers’ comments and learn from their mistakes.

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Main findings

The headteacher, ably assisted by senior staff and governors, has created a unity of purpose and has been the driving force in striving for improvement. The school knows itself extremely well and is reflective and self-critical. Decisive actions have rapidly accelerated pupils’ progress in the last four years so that they now attain at above-average levels by the end of Year 6. Excellent systems are in place for tracking pupils' achievement and for supporting those who are not meeting expectations. Through their own evaluation, leaders have identified the need to hone their monitoring of teaching to focus more sharply on the learning of all pupils.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

They have galvanised the enthusiasm and commitment of staff. A track record of rapid and continuous improvement in all aspects of pupils’ learning and well-being, combined with the strong challenge and support offered by the governing body, demonstrates an outstanding capacity for further improvement.

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What does the school need to do to improve further?

 Improve the quality of teaching so that more pupils make consistently outstanding progress by:  spreading the best practice in teaching so that activities, especially for the more-able pupils, are all effectively planned and targeted  ensuring that all pupils have sufficient opportunities to respond to their teachers’ feedback  ensuring that monitoring consistently focuses on the learning of all pupils.

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Outcomes for individuals and groups of pupils 1

The quality of learning seen in lessons during the inspection was good overall, and confirmed the school’s own analysis that pupils make good, and sometimes outstanding, progress and achieve well. Pupils enter Nursery with very low levels of skill and ability, and by the end of Year 2, their attainment has reached average levels. By the end of Year 6, continuing an upward trend, their attainment is above average in English and mathematics, although the proportion attaining the higher levels remains below average. No groups make less than good progress.

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Outcomes for individuals and groups of pupils 1

Pupils are proud of their school and enjoy their lessons a great deal. The level of commitment to their work is high and their excellent behaviour is a significant factor in their successful learning. Pupils respond effectively to the agreed ‘cooperative standards’ and so collaborate well when working in groups or in pairs. For example, during a Year 5/6 literacy lesson based on Roman gladiators, they discussed in groups what it might be like to live a life of a gladiator. They then debated thoughtfully the teacher’s moral challenge about the rights and wrongs of fighting animals.

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Outcomes for individuals and groups of pupils 1

Pupils value the wide range of opportunities to take on responsibilities in school and to contribute to the wider community. For instance, pupils decided that they wished to make eco-friendly bags as part of their sustainability lessons. They managed the design and manufacture of the bags and sold them to members of the community. They proudly raise funds for a variety of good causes and ran a campaign for the purchase of a television for a local shelter for the homeless.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils’ outcomes

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Pupils’ achievement and the extent to which they enjoy their learning

Taking into account: Pupils’ attainment 1 The quality of pupils’ learning and their progress The quality of learning for pupils with special educational needs and/or disabilities and their progress

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contribute to their future economic well-being

Taking into account: Pupils’ attendance 1

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How effective is the provision?

Teachers demonstrate good subject knowledge and through well-established relationships with their pupils ensure that all pupils engage well in lessons. Teaching assistants effectively support pupils with special educational needs and/or disabilities. In most lessons, teachers plan for the learning needs of all pupils, set a good pace and create opportunities for pupils to engage in a wide range of activities. Occasionally, when the pace is too slow and activities are not sufficiently well targeted, especially for the most able, pupils’ progress slows. In most cases, marking is regular and gives pupils a good steer towards making improvements. However, teachers do not consistently ensure that pupils follow up on their feedback.

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How effective is the provision?

The curriculum is well organised and enriched with a range of additional opportunities. The school is justifiably proud of its work in promoting the playing of musical instruments and singing. Through the `In Harmony’ project, pupils have many opportunities to gives public performances and to work with school choirs and orchestras from across the country. Pupils benefit from visits, such as to the Science Museum, and from a partnership with a neighbouring secondary school to develop an understanding of the dangers posed by joining gangs. The school provides a wide range of enrichment activities, including sport, street dancing, and homework and gardening clubs. These opportunities ensure that pupils enjoy a wide range of stimulating experiences which effectively helps to support their achievement and personal development. Participation in curricular initiatives in English, mathematics and science since the previous inspection has made a significant contribution to

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How effective is the provision?

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

The outstanding care, guidance and support that the pupils and their families receive underpin the very positive atmosphere within the school. All pupils and their families are well known to the school and support is well targeted. The excellent, integrated, extended facilities available at the children’s centre, complemented by very strong links with families, partnerships with agencies and carefully planned provision, combine to ensure that all pupils whose circumstances make them vulnerable receive well-tailored support.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

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The quality of teaching

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The school benefits from the inspirational leadership provided by the headteacher, who joined the school just before the previous inspection. Since then, the school has improved rapidly in all aspects of its work so that in 2010 it was in the top 100 most-improved schools in the country. The governing body and leaders communicate a shared vision that is highly ambitious, and their `Roadmap to Outstanding’ document sets out highly aspirational, quantifiable targets for improvement, together with action plans. Monitoring and evaluation are regular and robust. Staff morale is very high and all are proud to be members of this school community, which willingly shares its resources and programmes, such as the `Shine’ Saturday school for pupils in the area working below age-related expectations, with local schools. A focus on the professional development of teachers and some innovative curriculum development have been instrumental in raising pupils’ levels of attainment. The

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How effective are leadership and management?

school has strong links with the Institute of Effective Education at the University of York, and participates in its research-based literacy programme which has raised pupils’ attainment in reading and writing. The regular pupils’ progress meetings held with senior leaders and individual teachers ensure that underachieving pupils are spotted quickly and remedies put in place. Leaders are increasingly effective at monitoring the quality of teaching and learning, but there is still more to do to ensure that the most-able pupils are consistently challenged.

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How effective are leadership and management?

The school’s commitment to community cohesion is exemplary. As a result, pupils have a strong understanding of the diversity of religious, ethnic and cultural groups locally, nationally and internationally. Pupils enjoyed the recent opportunity during

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

assembly to converse with pupils at a school in Jepe, Tanzania, via a Skype link, and to discuss the similarities of and differences between their respective ways of life. Pupils are now actively collecting donations to assist their Tanzanian peers in acquiring a water pump for their village. Every effort is made to fully include pupils with special educational needs and/or disabilities fully in all aspects of school life and all pupils have equal opportunities to participate in activities. For example, vulnerable pupils are targeted, supported and encouraged to participate in activities that will improve their personal development and progress.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

The governing body meets its statutory duties well. Procedures for safeguarding pupils are robust and reviewed regularly, and there are effective measures in place to check and vet staff before they are appointed to the school. Staff are also well trained in child-protection procedures. Governors bring a good range of skills and expertise to the school, and demonstrate a strong capacity to influence the school’s future strategic direction.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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driving improvement

Taking into account: The leadership and management of teaching and learning

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Early Years Foundation Stage

Children enter Nursery with skills and knowledge that are well below expectations for their age. By the time they reach Year 1, although children’s attainment in the early learning goals in most areas is still below average, it is close to age-related expectations in communication and in dispositions and attitudes, and their progress overall is good.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Provision is good overall and leads to children enjoying coming to school and engaging in the rich variety of activities available. Teaching is good, and there is a good balance between child-initiated and teacher-led activities. Teachers successfully develop children’s speaking and listening skills through effective questioning. Inspectors saw adults encouraging pupils to talk about fireworks on bonfire night. Children were learning to share and work independently by creating their own tally charts recording different fireworks seen and using these to practise their counting. The formal teaching of letters and sounds, however, is less effective as sessions tend to be too long and are not planned well enough to meet the full range of children’s needs. The indoor and outdoor facilities are attractive and provide a stimulating environment which effectively enhances learning in all six areas of learning.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Children’s health and safety are ensured and there are good links between home and school. Through excellent partnership work with the children’s centre, parents and carers are supported to develop their own language skills and are encouraged to be involved actively in their children's learning.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

The phase is well led and managed, and leaders have identified the need to improve planning so that adults better promote the next steps of learning in response to children’s self-initiated play.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage

Taking into account: Outcomes for children in the Early Years Foundation Stage The quality of provision in the Early Years Foundation Stage The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

The return rate of the Ofsted questionnaire was above average. Almost all of the parents and carers who responded to the parental questionnaire were very positive about the school. They were particularly positive about how their children enjoy school, the school’s due regard for their children's safety, how well the school keeps them informed of their children’s progress and how well the school helps their children have a healthy lifestyle. Inspection evidence concurred with this. A few parents and carers raised concerns about the amount of progress that their children are making at school. During this inspection, inspectors found that all pupils make good progress and some make outstanding progress.

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Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at St Stephen’s CofE Primary School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 112 completed questionnaires by the end of the on-site inspection. In total, there are 234 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 66 59 42 38 1 1 1 1 The school keeps my child safe 65 58 44 39 2 2 0 0 The school informs me about my child’s progress 61 54 44 39 3 3 0 0 My child is making enough progress at this school 59 53 38 34 10 9 2 2 The teaching is good at this school 60 54 43 38 6 5 0 0 The school helps me to support my child’s learning 55 49 47 42 2 2 3 3 The school helps my child to have a healthy lifestyle 56 50 48 43 2 2 1 1 The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 39 35 58 52 6 5 1 1 The school meets my child’s particular needs 41 37 54 48 7 6 3 3 The school deals effectively with unacceptable behaviour 55 49 44 39 4 4 1 1 The school takes account of my suggestions and concerns 42 38 47 42 7 6 3 3 The school is led and managed effectively 53 47 49 44 5 4 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child’s experience at this school 60 54 44 39 0 0 4 4

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 43 47 10 0 Primary schools 6 46 42 6 Secondary schools 14 36 41 9

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Type of school Outstanding Good Satisfactory Inadequate

Sixth forms 15 42 41 3 Special schools 30 48 19 3 Pupil referral units 14 50 31 5

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary schools, special schools and pupil referral units.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.  The school’s capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils’ attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

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Inspection of St Stephen’s CofE Primary School, London, SW8 1EJ

Thank you for the warm welcome that you gave us when we visited your school. We greatly enjoyed meeting and talking to you. Yours is a good school and these are some of the reasons why.

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Inspection of St Stephen’s CofE Primary School, London, SW8 1EJ

 Your headteacher, staff and governing body want to help you to do the best you can and you are extremely well cared for and supported.  You clearly enjoy school, and we were very impressed by your outstanding behaviour and by your friendliness towards each other.  You know how to lead a healthy lifestyle and that regular exercise is important, and you know how to stay safe.  The school provides you with many enjoyable and fun learning opportunities.  You take on lots of responsibilities in school and proudly raise money for many good causes.  Most of your lessons are well prepared, and your teachers work with you to make your learning exciting.

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Inspection of St Stephen’s CofE Primary School, London, SW8 1EJ

We have asked the school to do these things to make it even better.  Your teachers are going to make sure you have opportunities to improve your work after they mark your books and tell you how you can improve.  Your teachers are also going to make sure that the work they give you is suitable to help each of you make the best possible progress.  School leaders will regularly check that each of you is helped to do your very best. All of you can contribute to these improvements by working hard and responding well to all that the teachers ask you to do. We wish you all the best for the future, and thank you again for your help. Yours sincerely

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from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy

of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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