Bishop Gilpin CofE Primary School

Inspection of Bishop Gilpin CofE Primary School Lake Road, Wimbledon SW19 7EP

p.1

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 Outstanding 25 and 26 June 2024

p.1

What is it like to attend this school?

Pupils receive an exceptional education at Bishop Gilpin. It is a school that prioritises the development of the whole child. This is a joyful place to be, and pupils are happy here. There is a focus on cultural development, understanding the world around us and acceptance of others. This begins in early years and continues throughout the school, valued and championed by all and seen in every aspect of the school day.

p.2

What is it like to attend this school?

Pupils feel safe and are kept safe because there are systems in place to support them if any problems should arise. Pupils understand the different ways they can raise concerns and seek support. For example, pupils use the ‘I wish my teacher knew’ boxes to share any worries they might have. Pupils behave well in lessons and during break and lunchtimes.

p.2

What is it like to attend this school?

Staff expect all pupils, including those with special educational needs and/or disabilities (SEND), to do well. Pupils thrive on this challenge. They enjoy learning and try hard in lessons. There is a culture of academic excellence, in which pupils achieve highly and are subsequently well prepared for moving to secondary school.

p.2

better?

In each subject, leaders have designed an ambitious curriculum that develops pupils’ knowledge and skills. They have identified and sequenced the important ideas pupils should learn and have made meaningful links between subjects. This begins in early years where the curriculum develops from children’s starting points and builds a secure foundation in each area of learning. As a result, pupils are well placed, over time, to tackle increasingly complex concepts. For example, in science, children in early years learn about gardening and growing seeds. Older pupils draw on this knowledge when learning about the complexities of pollination.

p.2

better?

There is a sharp focus on ongoing professional development. As a result, teachers’ subject expertise is excellent. They explain ideas with clarity and precision. Assessment is used well to identify and correct any misconceptions or errors. Consequently, pupils develop a deep body of knowledge and understanding across the curriculum and achieve highly, including in national assessments. Pupils with SEND are swiftly identified. They receive bespoke support from expert staff. This helps pupils to build increasing independence and access the same ambitious curriculum as their peers, wherever this is possible.

p.2

better?

Pupils learn phonics quickly. This is because teachers are well trained to implement the school’s chosen programme. Assessment is used effectively to check pupils’ reading. Extra help is provided for those who struggle. This helps to ensure these pupils catch up quickly. Pupils practise reading books which are closely matched to the stage they are at. Pupils develop as accurate, fluent and confident readers who are well placed to access more complex reading across the curriculum. 25 and 26 June 2024

p.2

3

Pupils’ behaviour is exceptional; they are kind and courteous and want to learn and succeed. These routine and commonplace behaviours begin in early years, where the school has created a happy, safe and joyful environment. Here, children begin to learn turn taking, empathy and kindness, attributes which are built upon as they move through the school.

p.3

3

Attendance is carefully tracked and monitored. Leaders work closely with families and other agencies to ensure pupils are well supported to attend school regularly. This has resulted in improved rates of attendance.

p.3

3

The school places a strong focus on pupils’ personal development. For example, pupils are taught about the importance of respecting and valuing different faiths and cultures. Leaders have designed their own Relationships, Health and Character Development programme in which pupils learn what it means to be good citizens and understand the world around them.

p.3

3

There are a vast number of additional activities available for pupils to extend their learning experience, talents and interests. Leaders have ensured there is an emphasis on inclusion so that these opportunities are for everyone in the school community. Pupils are helped to develop as young leaders and readily take on these responsibilities. Pupils are the taught the importance of being caring, kind, compassionate young people with a drive to support the school and wider local community.

p.3

3

The school has forged strong and positive partnerships with parents and carers, who are fulsome in their praise of the school. Leaders, including those responsible for governance, are rightly proud of school’s many strengths. Even so, they are not complacent and are focused in their ambition and determination to continue to improve.

p.3

3

Leaders have created an environment where staff are happy in their work and feel able to raise any concerns that may arise. Leaders act decisively on any such feedback and ensure that workload is well managed and staff well-being a priority.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

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.

p.3

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 25 and 26 June 2024

p.3

Further information

You can search for published performance information about the school.

p.4

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). 25 and 26 June 2024

p.4

School details

Appropriate authority The governing body

p.5

School details

Chair of governing body Jorone Taylor-Lewis

p.5

School details

Headteacher Matt Ball Matt Birch (acting headteacher)

p.5

School details

Date of previous inspection 10 December 2019, under section 8 of the Education Act 2005

p.5

Information about this school

 This is a church of England voluntary aided primary school within the Diocese of Southwark.  The most recent section 48 inspection took place in September 2017.  At the time of the inspection, the school was in a period of leadership transition. The acting headteacher will take over as substantive headteacher in September 2024.  The school does not currently make use of any alternative education provision.  An external provider operates the school breakfast and after-school club. This provider was not part of the scope of this inspection.

p.5

Information about this inspection

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

p.5

Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school's 25 and 26 June 2024

p.5

6

 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the acting headteacher and other senior and curriculum leaders. Discussions were also held with representatives of local authority, the diocese and the governing body, including the chair of governors.  The inspectors carried out deep dives in these subjects: reading, mathematics, history, science, design technology and music. For each deep dive, inspectors discussed the curriculum with subject leaders, visited lessons, spoke with teachers, spoke with some pupils about their learning and looked at samples of their work.  Other subjects were considered as part of the inspection.  To evaluate the effectiveness of safeguarding, inspectors: reviewed the single

p.6

6

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.  Inspectors scrutinised a range of documentation, including the school’s development priorities and behaviour and attendance records.  The views of pupils, parents and staff were gathered through discussions and by considering their responses to Ofsted’s online surveys.

p.6

Inspection team

Amy Jackson, lead inspector Ofsted Inspector

p.6

Inspection team

Andrea Bedeau His Majesty’s Inspector 25 and 26 June 2024

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

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

p.7