Jessop Primary School

Inspection of Jessop Primary School Lowden Road, Herne Hill, London SE24 0BJ

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Inspection dates: 30 and 31 January 2024

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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 Good Previous inspection grade Outstanding

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Overall effectiveness Outstanding

Until November 2020, the school was exempt from routine inspection because it was judged as outstanding at is previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since May 2012. 30 and 31 January 2024

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What is it like to attend this school?

Jessop Primary School is a welcoming and caring community where pupils are happy, safe and thrive. All pupils benefit from the nurturing approach to their education and development, founded on strong relationships. Pupils play an important part in shaping their school through the many opportunities provided for them to lead and be active citizens.

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What is it like to attend this school?

The curriculum is meticulously designed and ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). This ensures that pupils are fully engaged in their learning and motivated to achieve well.

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What is it like to attend this school?

Pupils’ behaviour is exemplary and shines through in the positive and respectful interactions they have with their peers and staff. This is because the school sets consistently high expectations, from early years onwards, that pupils are eager to meet. Pupils learn the importance of kindness and curiosity. As such, pupils enjoy coming to school each day, and their attendance is high.

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What is it like to attend this school?

The extensive range of wider experiences is carefully planned to enhance pupils’ learning and encourage pupils to be ambitious about their futures. Talents are quickly identified and nurtured so that the unique strengths of pupils are celebrated. Pupils are keen to explore new possibilities, and no pupil misses out.

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better?

The curriculum is detailed, highly ambitious and goes beyond what is expected nationally. The school has identified precisely what it expects all pupils to learn and when. This begins in early years, where knowledge and skills are carefully sequenced so that pupils master concepts progressively. For example, in Spanish, children in early years begin to practise and secure basic vocabulary. This supports older pupils to communicate different topics using a range of vocabulary and grammatical structures.

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better?

Teachers are highly skilled in delivering the curriculum. They have strong subject knowledge and consistently provide learning activities that help pupils to know more and remember more. This is because they are provided with regular, high-quality training from subject experts across the federation. Teachers regularly check pupils’ learning. This ensures that any errors and misconceptions are swiftly addressed. As a result, learning is securely embedded so that pupils achieve strong outcomes and are well equipped for the next stage of their education.

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better?

Teachers know the needs and abilities of their pupils very well. This begins with swift identification in early years of children who would benefit from targeted support. Teachers make appropriate use of resources and targeted strategies. As such, all pupils, including those with SEND, are nurtured to be confident learners, accessing an equally ambitious curriculum. 30 and 31 January 2024

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There is a strong emphasis on developing children’s early communication and language. Adults typically maximise the opportunities to reinforce the intended learning by actively engaging with children in discussion. The school places a strong emphasis on developing language and a love of reading. Books are carefully selected, and the development of vocabulary is well mapped in the curriculum. The approach to teaching early reading begins in Nursery and continues until pupils are confident and capable readers. The teaching of phonics is meticulously led and delivered by well-trained staff. Pupils at the early stage of reading are provided with timely and effective help that ensures they are well supported to catch up.

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The emphasis placed on pupils’ wider development is exceptional. The school ensures that pupils understand how to be healthy, respectful and to value diversity. Pupils are encouraged to pursue interests and to embrace new experiences. For example, all pupils are taught to play an instrument and participate in a residential visit by the time they leave the school. Pupils value the range of outings and additional activities provided. They are particularly enthusiastic about the opportunity to explore different career possibilities and to take on leadership roles. This supports pupils to understand the value of being active citizens and regularly share their views that shape their school. For example, pupils sit on the school council and take on responsibility to look after and support younger pupils. The ambitious curriculum is further enriched through visits from poets, artists and musicians.

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Leaders, including those responsible for governance, are relentlessly ambitious for their pupils and wider community. Pupils’ learning and development sits at the heart of the decisions leaders make. There is a strong culture of continuous school improvement, which is strengthened by the work of the federation. Staff are rightly proud to work here and feel very well supported in their roles. They value the emphasis placed on their ongoing professional development and the regard shown for their workload and well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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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. 30 and 31 January 2024

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In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 30 and 31 January 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 1 and 2 May 2012

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Information about this school

 The school is part of the BJS federation of schools.  There are no registered alternative providers used by this school.

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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

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first. 30 and 31 January 2024

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 Inspectors carried out deep dives in these subjects: early reading, mathematics, history and science. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke with teachers, spoke with some pupils about their learning and looked at samples of their work. Inspectors also considered the curriculum in other subjects.  Inspectors considered responses to Ofsted’s online surveys for parents, staff and pupils.

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Inspection team

Sophie Cavanagh, lead inspector His Majesty’s Inspector

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Inspection team

Noeman Anwar His Majesty’s Inspector 30 and 31 January 2024

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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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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