St Luke's CofE Primary School

Inspection of St Luke’s CofE Primary School Fernhead Road, London W9 3EJ

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Inspection dates: 12 and 13 October 2022

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Good 12 and 13 October 2022

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What is it like to attend this school?

Pupils love learning the rich and ambitious curriculum on offer at this school. They also enjoy attending the many school-run clubs and trips that aim to develop their knowledge even further. They are very happy at school. Pupils feel safe because they trust leaders and staff to care for them. Staff also help pupils to understand how to keep safe and avoid harm.

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What is it like to attend this school?

The curriculum is exceptionally well designed and taught. Leaders and staff are determined that pupils do well in every curriculum subject. They help pupils to build on what they know, lesson by lesson and from year to year. Over time, pupils acquire detailed knowledge of a subject. In science, for example, pupils spoke in depth about how plants grow and reproduce.

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What is it like to attend this school?

Reading is a top priority. Pupils r ead regularly and are encouraged to read a rich range of genres and authors. Pupils become confident readers. Their excellent start in reading plays an important part in helping them to learn very well across the curriculum.

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What is it like to attend this school?

Staff and leaders help pupils to understand and manage their emotions. Pupils support each other. Bullying is extremely rare. It stops quickly because pupils speak out when needed, and staff respond effectively. In all aspects of school life, behaviour is excellent.

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better?

The aspirational curriculum is designed so that pupils build knowledge in a logical, step-by-step manner. For example, in art and design, pupils first learn and practise how to draw figures before they progress to drawing figures in motion. As new learning builds very well on previous learning, pupils acquire a wide body of knowledge. Assessment is used adeptly by teachers to identify and address any misunderstandings that pupils may have.

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better?

Leaders and teachers are experts in helping pupils to learn and remember the curriculum. Pupils practise the most important knowledge in each subject until it is learned securely. For instance, in the early years, children quickly get to grips with how numbers work and learn to count fluently . This helps them to be ready for the Year 1 mathematics curriculum. Across the curriculum, pupils recall what they have learned in detail and with confidence.

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better?

A rich, carefully planned range of school visits aims to help pupils to enrich their knowledge even further. For example, Year 6 pupils visited the Imperial War Museum when learning about the Second World War. They particularly enjoyed finding out more about the experiences of evacuees, building on what they had already learned in class.

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better?

Pupils understand the value of reading. This is because leaders make reading the utmost priority from the moment children join the school . Staff are experts in teaching 12 and 13 October 2022

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pupils to read. They make sure that pupils gain phonics knowledge in a logical and secure way . This means that pupils quickly learn to sound out words and become strong readers. Pupils continue to progress very well in their reading as they move up the school. This includes pupils with special educational needs and/or disabilities (SEND).

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Leaders and staff support all aspects of pupils’ personal development exceptionally well, including in the early years. An example of this is the way in which staff promote pupils’ social skills. Staff teach pupils what to do if they feel themselves becoming anxious or angry. Pupils are taught that these feelings are okay, and how to deal with them appropriately if they arise. Through the ‘pupil of the week’ award, weekly assemblies recognise pupils who have shown positive character traits. Pupils speak about the personal qualities they have demonstrated and how these help them and others. Pupils are taught about equality and learn about a variety of religions and beliefs.

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Pupils enjoy a broad offer of clubs arranged by the school. They like the way these clubs give them an opportunity to explore and practise different things, such as basketball and street dance.

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Rules and reward systems are clear and well understood. Routines and high expectations promote consistently excellent behaviour. Pupils are highly motivated to learn.

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Leaders, staff and specialists work together to identify and meet the needs of pupils with SEND. Early years teachers liaise with both children’s families and previous settings to fully understand children’s needs. Advice given by professionals, such as speech and language therapists, is put into practice. When required, learning is adapted and broken down into smaller steps. Pupils with SEND do very well because they are given the right help.

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Teachers receive high-quality support from leaders, including those that work across the three-school partnership. Teachers speak highly of the support they receive.

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The governing body checks that leaders’ actions make a difference to pupils. This includes looking carefully at the curriculum to make sure that pupils’ knowledge is logically built over time. Governors are linked to classes and speak to teachers regularly. They check that leaders are doing the right things to promote staff’s well- being.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff know the potential signs of abuse and how to report any concerns to leaders. Leaders work with social care and other safeguarding partners and agencies so that pupils and families are supported swiftly and appropriately. Leaders carry out the necessary pre-employment checks before staff start working at the school. 12 and 13 October 2022

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Pupils learn how to stay safe, including online. They are taught about safe and appropriate boundaries, with pupils supported to develop an age-appropriate understanding of what is private.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View 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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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. 12 and 13 October 2022

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School details

Appropriate authority The governing body

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School details

Headteacher Adrian Evans (Head of School) and Harvey Webb (Executive Headteacher) Website www.stlukesprimary.org.uk

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School details

Date of previous inspection 9 and 10 December 2021, under section 8 of the Education Act 2005

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Information about this school

 St Luke’s is a Church of England school in the Diocese of London.  The school’s most recent section 48 inspection took place in June 2017.  The school does not use any alternative provisions.  The school is part of a partnership with two other local primary schools. The partnership is led by an executive headteacher.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspectors discussed any continued impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: early reading, mathematics, science, and art and design. For each deep dive, inspectors discussed the 12 and 13 October 2022

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curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors also considered the curriculum in some other subjects, including history and music.  Inspectors spoke with leaders, staff and pupils about safeguarding. Inspectors sampled records and documentation about pupils’ behaviour and welfare. Responses to Ofsted’s surveys for parents and staff were also considered.

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Inspection team

Barney Geen, lead inspector Ofsted Inspector

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Inspection team

Raj Mehta Ofsted Inspector 12 and 13 October 2022

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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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