Stepney Greencoat Church of England Primary School

Inspection of Stepney Greencoat Church of England Primary School Norbiton Road, Limehouse, London E14 7TF

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Inspection dates: 22 and 23 February 2023

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good 22 and 23 February 2023

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What is it like to attend this school?

Pupils at Stepney Greencoat are rightly proud to attend their school. They are keen to explain to visitors the school’s long history and they recognise and celebrate the diverse community. Pupils are kept safe and trust staff to help them resolve any difficulties.

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What is it like to attend this school?

The interim leadership team has ensured that pupils’ behaviour in the classroom and around the school is calm and focused on learning. Pupils show kindness and respect towards each other. Bullying is very rare. If it does occur, staff manage any incidents quickly and effectively.

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What is it like to attend this school?

Pupils follow an ambitious and well-designed curriculum in most subjects. They work hard and produce work of a good quality because they are expected to do so. The curriculum is enriched through a programme of educational visits to local parks, places of worship, theatres and galleries.

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What is it like to attend this school?

Parents and carers are effusive in their praise for the school. They value the positive working relationships that they have with school leaders and feel well informed about their children’s education and welfare.

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better?

Leaders have designed a curriculum that matches the scope and ambition of what is expected nationally. In most subjects, the important knowledge that pupils need to learn has been identified and logically sequenced. This enables pupils to revisit and embed important ideas and tackle more challenging learning later. For example, in science, younger pupils learn about how light is reflected. This prepares them well for when they go on to learn about refraction. Similarly, in mathematics, children in Reception practise dividing objects into equal parts. This prepares them well when they go on to learn about fractions and ratio. However, in a small number of subjects, the key overarching concepts and building blocks of knowledge have not been as clearly identified. In these instances, pupils do not develop as deep a body of knowledge.

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better?

Teachers frequently check that pupils understand what they have learned. This ensures that any gaps in knowledge are identified and corrected swiftly. Pupils with special educational needs and/or disabilities (SEND) are well considered and cared for. Their needs are identified early on, and staff are well trained to support pupils. As a result, teachers make appropriate adaptations to ensure that pupils with SEND access the planned curriculum.

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better?

Reading is a priority. Leaders have provided appropriate training to support staff to implement the agreed phonics programme with precision. From early years onwards, pupils have lots of opportunities to practise the sounds that they are learning. As a result, many develop into accurate and confident readers. Those who struggle with 22 and 23 February 2023

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reading are swiftly identified. They receive appropriate support to help them to catch up.

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Leaders check frequently on the effectiveness of the approach to early reading. They are quick to address aspects that need strengthening. For example, they are currently focusing on making sure that all pupils build up reading fluency as quickly as possible, including through reading practice with books that are tightly matched to their phonic knowledge.

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Pupils behave well. This starts in early years, where children learn how to work well together. They listen, take turns and show kindness and care towards their friends. This continues throughout the school, where pupils show a positive attitude to their learning whether working independently or with others. Leaders work effectively with families to support attendance and punctuality.

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Pupils’ wider development is well considered. A range of activities is provided with the aim of developing pupils’ talents and interests. These include judo, gardening and creative arts. All pupils in Year 5 learn to play a brass instrument. Professional coaches work with pupils to support their mental and physical health through participation in different sports. Pupils are encouraged to contribute to their community by being part of the school council and raising money for local and national charities.

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The interim leadership team has quickly evaluated the school’s effectiveness and has identified appropriate areas for improvement. Leaders have been swift to address these priorities. Strong partnership working with local schools and advisers from the local authority and diocese is supporting ongoing improvement. Those responsible for governance are knowledgeable. This enables them to work closely with leaders and to hold them to account for securing improvements.

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Staff, including those at the start of their careers, feel well supported to develop professionally. They recognise that their workload and well-being are considered by leaders.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The safeguarding team is well qualified and experienced. Its members have provided appropriate training to ensure that staff recognise any signs of concern and report these swiftly. Pre-employment checks are comprehensive and meet statutory expectations. There are trained staff on site to support pupils’ well-being and mental health.

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Safeguarding

Leaders work well with external agencies to ensure that the right help is secured for pupils and their families. Records are well maintained and allow leaders to monitor cases closely. 22 and 23 February 2023

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The curriculum has been designed to help pupils understand how to stay safe. This includes being aware of the risks when online and using social media.

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(Information for the school and appropriate authority)

 In a small number of subjects, the overarching concepts and important knowledge that pupils need to learn have not been clearly identified and sequenced. This means that pupils learn some ideas in isolation and do not develop a deep body of knowledge in these subjects. Leaders should ensure that the important concepts in each subject are identified, so that pupils are consistently supported to learn and remember more across the curriculum.

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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. 22 and 23 February 2023

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School details

Appropriate authority The governing body

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School details

Headteacher Liz Figueiredo (Acting Headteacher)

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School details

Website www.stepneygreencoat.towerhamlets.sch.uk

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Date of previous inspection

12 June 2017, under section 8 of the Education Act 2005

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Information about this school

 The acting headteacher has been in post since June 2022.  Leaders do not make use of any alternative provision.  The most recent section 48 inspection for schools of a religious character took place in July 2022.

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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

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in early reading, mathematics, science and history. To do this, they met with subject leaders, had discussions with staff and pupils, visited lessons and looked at samples of pupils’ work. Inspectors also considered the curriculum in other subjects as part of this inspection. 22 and 23 February 2023

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 Inspectors scrutinised a range of documents, including leaders’ evaluation of the school and priorities for improvement.  Inspectors met with senior leaders, a selection of subject leaders, teachers and support staff.  Inspectors met with governors, including the chair and vice-chair of the governing body. They also met with representatives from the local authority and from the diocese.  The inspection team reviewed the arrangements for safeguarding by scrutinising records and through discussions with staff and pupils.  The views of pupils, parents and staff were considered both through discussions and through their responses to Ofsted’s online surveys.

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Inspection team

Una Buckley, lead inspector His Majesty’s Inspector

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Inspection team

Lando Du Plooy Ofsted Inspector 22 and 23 February 2023

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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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