St Mark's Church of England Primary School

Inspection of St Mark’s Church of England Primary School Harleyford Road, Kennington, London SE11 5SL

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Early years provision Good Overall effectiveness at previous inspection Good 10–11 September 2019

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What is it like to attend this school?

Pupils know that staff care for them and want them to succeed. They enjoy their lessons and enjoy learning. If they get stuck, their teachers help them.

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What is it like to attend this school?

Pupils behave well throughout the day. They are friendly, polite and kind. They make a strong effort to welcome and befriend pupils who join the school during the year.

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What is it like to attend this school?

Pupils feel safe at school. They learn about risks and how to keep themselves safe. Pupils know about different types of bullying. They say that bullying is rare. If it occurs, staff respond. They told us that if they feel down, adults notice, talk to them and help them cheer up.

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What is it like to attend this school?

Pupils spoke enthusiastically about the opportunities provided to broaden their experiences. They go on many educational trips to learn new things. Pupils are given opportunities to help with the day-to-day running of the school. They say that there are many clubs, enough to meet everyone’s interests.

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What is it like to attend this school?

Pupils develop a strong sense of responsibility for the community. For instance, they researched the levels of pollution in the school’s locality. They reported their findings to the local authority. They also encouraged motorists to turn their engines off outside the school and not leave them idling.

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better?

Leaders have high ambitions. They want pupils to achieve well across the curriculum. They have worked on improving the planning of work in most subjects. Teachers know what to teach pupils and in which order ideas should be taught.

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better?

From the start, well-trained teachers ensure that younger pupils learn phonics systematically. Teachers check pupils’ reading progress often. They give extra support to those pupils who fall behind. This helps them catch-up.

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better?

Pupils generally read with accuracy and fluency. On the odd occasion, some of the words in the books used in class are not quite matched correctly to the sounds they are learning. Leaders are aware of this. They have ordered new texts that better support pupils’ learning in phonics.

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better?

Pupils enjoy listening to adults read aloud to them. They read books for pleasure. Reading helps them learn new vocabulary and gain lots of knowledge.

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better?

Pupils do well in mathematics. Teachers have clear guidance and plan well. Lessons help pupils build knowledge and practise applying their skills.

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better?

In most other subjects, leaders train teachers effectively and give them clear guidance on what to teach. This leads to pupils building knowledge and 10–11 September 2019

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remembering what they learn. For example, in history, pupils told us about what they learned last year. They shared some key facts about the Romans, how they behaved and how their life was different to ours.

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New leaders for science and music have recently joined the school. They have identified that they need to review the plans and guidance for these subjects. This is because current planning and teacher expertise is not as strong as it could be.

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Leaders and teachers have a good understanding of the needs of pupils with special educational needs and/or disabilities (SEND). They adjust teaching well to meet the personal, therapeutic and academic goals of pupils with SEND.

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Leaders have improved the early years provision. Teachers understand how children learn. They plan a good range of activities, suitable to children’s needs. They pay much attention to developing children’s early reading and mathematical skills.

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Early years children enjoy the plentiful indoor and outdoor activities available. They concentrate for long periods. They feel happy, safe and secure. Leaders work with parents, involving them in their children’s learning. They also offer parents workshops, such as on how to read to their children.

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Pupils are generally eager to learn. They have positive attitudes to all aspects of school life. They are keen to take part in all that the school has to offer. Pupils are rarely distracted in lessons. When necessary, teachers remind pupils of the need to behave and learning continues.

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Lots of well-planned experiences support pupils’ personal and social development. Pupils learn about and respect all people, no matter their faith, race or lifestyle. Pupils embrace the school’s shared values and motto of ‘Unique and valued by God’.

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Staff, pupils and parents are positive about the school. They describe it as ‘a community more than a school’. Staff are fully committed to the school’s aims. They say that leaders support them well and make sure that they have a good work/life balance.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff know the children and their families well. They are aware of the safeguarding and welfare issues in the local community. They are vigilant and look out for any signs suggesting a pupil might be at risk. They swiftly report their concerns.

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Safeguarding

The safeguarding leaders work closely with various external agencies. They make sure that pupils and their families receive the help that they need.

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Safeguarding

Leaders organise workshops for pupils and parents. External experts deliver these sessions. They support pupils and parents to understand different risks and how to 10–11 September 2019

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(Information for the school and appropriate authority)

 The curriculum is delivered effectively, overall. This is particularly the case where leaders have planned learning that helps pupils progress well. They give clear guidance to teachers of what to teach and when. There are a few remaining instances, such as in science and modern foreign languages, where leaders have not reviewed their plans. They are yet to check that teachers have specialist subject knowledge. Leaders should ensure that in all subjects the components of knowledge that pupils need to succeed in their learning are planned sequentially.

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you’re not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 10–11 September 2019

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School details

Inspection number 10088893 Type of school Primary

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School details

Appropriate authority The governing body

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School details

Website www.stmarkscofeprimarylambeth.co.uk/

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School details

Date of previous inspection 3–4 December 2015

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Information about this school

 Since the last inspection, the school withdrew from its soft federation with Archbishop Tenison’s School. Governors appointed the then head of school as substantive headteacher.  The school extended its age range to take in three-year-olds. It opened a full time Nursery in September 2017.  The school is a voluntary aided Church of England faith school. Its last Section 48 denominational inspection was in March 2019 and was judged as good.

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 We met with the headteacher, deputy headteacher, assistant headteacher, the special educational needs coordinator as well as subject leaders. The lead inspector spoke to a representative of the local authority. He met with the chair of the governing body, as well as three other governors.  We considered, in depth, the curriculum areas of reading, mathematics, history and art. Activities included discussions with leaders about how they plan the 10–11 September 2019

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curriculum to ensure that pupils systematically learn and remember more; the guidance they give to teachers; and how they ensure that teachers gain strong subject knowledge. We also visited lessons, spoke with groups of pupils in those classes about their learning, and scrutinised pupils’ work. We had discussions with the teachers of the classes that we visited.  We checked the school’s policies and records and spoke with the designated safeguarding leader, the headteacher, governors, pupils, staff and parents to check on the school’s culture of safeguarding.  We also checked a range of other documentation. We held formal meetings with staff and pupils and spoke with pupils during social times. We observed pupils arriving and leaving school.

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Inspection team

David Radomsky, lead inspector Ofsted Inspector

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Inspection team

Sean Flood Ofsted Inspector 10–11 September 2019

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regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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