Penwortham Primary School

19 and 20 June 2024 Inspection of Penwortham Primary School Penwortham Road, Streatham, London SW16 6RJ

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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 19 and 20 June 2024

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What is it like to attend this school?

This school provides an excellent education. From the start of the early years, pupils benefit from high-quality learning opportunities. Leaders have high expectations of pupils, and pupils strive to reach these. As a result, pupils, including those with special educational needs and/or disabilities (SEND), achieve very well across the range of subjects.

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What is it like to attend this school?

The school’s work to support pupils’ personal development is very strong, and their well-being is given high importance. The school offers an extensive range of experiences, including visits to museums, arts venues and places of worship. Pupils enjoy the residential opportunities and participate in a wide range of clubs, including singing in the choir with great zest. Pupils thrive here, making invaluable contributions to the school through a range of leadership opportunities.

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What is it like to attend this school?

Pupils love coming to school. They are polite, friendly and respectful to others. They behave exceptionally well and respond positively to the systems and routines that promote great attitudes to learning. Pupils greatly appreciate the staff’s care and commitment to learning. Pupils commented, ‘The teachers bring the best out in us, and we can count on them.’

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better?

The school has carefully constructed the curriculum to ensure pupils build up a body of important knowledge as they move through the school. Teachers ensure that the curriculum is successfully implemented. The activities chosen and the use of teachers’ excellent range of approaches ensure that pupils’ knowledge becomes embedded in their memory, and they can use it to extend their learning further. As a result, pupils achieve very well, including pupils with SEND.

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better?

A distinctive feature of this school is the exceptionally strong relationships between the staff and pupils. Teachers use a wide range of strategies to check pupils’ understanding and intervene carefully, routinely addressing any misconceptions. Pupils develop a strong command and range of vocabulary. For example, in Year 3 mathematics, pupils learn about fractions using terminology such as ‘denominator’ and ‘numerator’. The school has deliberately constructed links between different subjects to strengthen pupils’ knowledge and understanding. In Year 5, for example, pupils talk with confidence about art techniques and make links to their learning about shape in mathematics. In Year 5, pupils speak and write sentences in French, paying careful attention to grammar.

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better?

In the early years, children take the initiative to take part in a wide range of activities. They have regular opportunities to develop their skills and are well supported by adults. There are exceptionally high levels of engagement, and children demonstrate sustained high levels of concentration. In Nursery, children are engrossed in activities when experimenting with tools, stamps, and rolling with their hands to control and handle clay. 19 and 20 June 2024

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The school has created an extraordinary culture of inclusivity. Parents and carers are complimentary about the school’s dedication and commitment to highly inclusive practices for pupils with SEND. From the start, there are robust processes for identifying potential needs. Leaders ensure that pupils are able to access the curriculum in full. School staff help pupils to be both supported and independent.

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The school has created a strong culture for reading and, as a result, pupils enjoy books. In Nursery, children enjoy learning songs, poems and rhymes . This prepares them well for Reception, where they are introduced to a structured and systematic approach to reading. Any pupils who require additional support to keep up are provided with the help they need. Over time, pupils develop confidence and fluency in reading and achieve well.

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Pupils’ behaviour is exemplary. The school has well-embedded routines, encouraging pupils to take responsibility for their learning as well as their conduct. Many pupils commented that they enjoy coming to school, which is reflected in their high attendance levels. Bullying is very rare, and pupils are confident that when issues do occur, the school deals with them efficiently.

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Pupils’ personal development is extraordinary. The school has carefully designed the framework for pupils’ wider development, providing a very wide range of trips and after-school activities. There are many opportunities on offer for pupils to develop their leadership skills, such as acting as sports leaders and anti-bullying ambassadors. The school ensures that no pupil is disadvantaged in the uptake of clubs and activities.

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Leaders have thoughtfully adjusted the workload of staff to ensure their well-being is protected. The school provides extensive professional development opportunities for staff, including the use of coaching, and the school is proactive and outward- facing in supporting the work of other schools and the local community. For example, an opportunity for a ‘virtual reality’ (VR) club resulted in a project in which members of the community engaged with pupils.

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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. 19 and 20 June 2024

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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’ 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). 19 and 20 June 2024

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School details

Appropriate authority The governing body

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School details

Chair of governing body Andrew Willshere

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School details

Website www.penwortham.wandsworth.sch.uk

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School details

Dates of previous inspection 28 and 29 March 2023, under section 8 of the Education Act 2005

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Information about this school

 The school does not use any registered alternative provider.

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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.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors spoke to the headteacher, the deputy headteachers, the assistant headteachers and other leaders.  Inspectors carried out deep dives in these subjects: art, early reading, geography, mathematics and science. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. 19 and 20 June 2024

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Inspectors also discussed the curriculum in some other subjects. Inspectors also visited some lunchtime and after-school clubs.  To evaluate the effectiveness of safeguarding, the inspectors reviewed the single central record; considered 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.  The inspectors took into account the responses to Ofsted’s online survey for parents. Inspectors also considered the responses of pupils and staff to Ofsted’s online surveys.  Inspectors spoke with groups of pupils during lessons and social times.  Inspectors met with senior leaders, including the special educational needs and disabilities coordinator.  The lead inspector met with some members of the local governing body.

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Inspection team

Ray Lau, lead inspector Ofsted Inspector

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Inspection team

Seamus Gibbons Ofsted Inspector 19 and 20 June 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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