St Saviour's Church of England Primary School

Inspection of a school judged outstanding for overall effectiveness before September 2024: St Saviour’s Church of England Primary School 33, Verulam Avenue, London E17 8ER

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Inspection dates: 25 and 26 February 2025

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Outcome

St Saviour’s Church of England Primary School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Joe Pitchford. This school is part of Genesis Education Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Beverley Hall, and overseen by a board of trustees, chaired by Graham Moss. There is also an executive principal, Jennifer Matthews, who is responsible for this school and two others.

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What is it like to attend this school?

St Saviour’s provides an exceptional education for its pupils. The school offers a highly effective curriculum where there is a clear progression of skills and knowledge across subjects. It also ensures pupils develop as rounded individuals, ready for life in modern Britain. Pupils achieve at consistently high levels across the curriculum in accordance with the school’s high expectations. They are well prepared for the next stage of their education.

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What is it like to attend this school?

Pupils really enjoy attending this school. They are kept safe, and pupils know they can speak to trusted adults if they are worried about anything. Pupils’ behaviour is impeccable in lessons and around the school. They speak respectfully to the staff and to each other. Pupils show an understanding of the importance of equality and tolerance of different views and backgrounds. One pupil expressed it as, ‘Treat everyone the way you want to be treated.’

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What is it like to attend this school?

Learning is enhanced with many opportunities for personal development. For example, pupils can become public servants and help around the classroom or be playground buddies and support children to play happily at lunchtime. Pupils can also become ‘young transformers’ and work to better themselves and the local community. 25 and 26 February 2025

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What does the school do well and what does it need to do better?

At the heart of the school’s excellence is the ambitious curriculum. This has been carefully devised and honed over the years and runs from Reception to Year 6. Staff regularly review it to see if it needs any improvements. Learning builds year on year, and pupils can make links to what they have previously studied. For example, in history, pupils were able to compare the Roman and Persian empires and discuss how empires gained their power in different countries.

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What does the school do well and what does it need to do better?

Learning is linked across subjects where this makes sense but is also closely tied to core texts. For example, in science, pupils in Year 1 explore which materials would be best to build a house for the fictional character they have been reading about. This helps enhance pupils’ reading skills and enriches and deepens learning in different subjects.

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What does the school do well and what does it need to do better?

The curriculum is taught in a highly effective manner. Teachers have excellent subject knowledge. They revisit previous learning at the start of lessons to help pupils remember and then ensure they deal with any misconceptions or gaps in learning. Teachers then build on pupils’ knowledge and extend it further. All of this helps to ensure that pupils learn effectively and make strong progress through the curriculum.

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What does the school do well and what does it need to do better?

Children get off to a great start in the early years. Staff have high expectations and support children in following clear routines. The curriculum is ambitious, preparing children very well for learning in Year 1. Early reading is given a high priority. Staff are trained well to deliver the phonics programme effectively. They ensure pupils can blend sounds to read words and that books read match pupils’ phonics knowledge. Staff ensure they identify any pupils who have fallen behind and that these pupils receive support to keep up and catch up.

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What does the school do well and what does it need to do better?

The school identifies the needs of pupils with SEND quickly. Parents and carers are kept informed about what the school is doing to help their child and the support put in place. Pupils with SEND benefit from the expertise of specialist professionals when needed. Teachers are skilled at adapting teaching for individual pupils’ needs which helps ensure pupils with SEND learn successfully.

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What does the school do well and what does it need to do better?

The school has clear expectations of pupils’ behaviour, and pupils understand these. They are polite, show high levels of self-control and are eager to talk about their learning and their experiences in the school. The school focuses on encouraging and rewarding good behaviour and praising improvement, effort, and progress in a range of ways. This includes presenting awards in Friday assemblies.

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What does the school do well and what does it need to do better?

Pupils’ learning is enriched in a multitude of ways. This includes after-school clubs such as fencing, Latin and robotics. The school invites visitors to enrich the curriculum too, including local community police and a Bollywood dance workshop. The school works to support local refugee families, including sending them cards and gifts. The school also throws its doors open to the local community to enjoy a cultural festival every year, when the customs, dress, music, and food of different cultures can be enjoyed and celebrated by everyone. 25 and 26 February 2025

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Staff praise the school, including the training and coaching that enhances their own expertise. They know leaders take their workload and well-being into consideration when making decisions. Governors and trustees understand their statutory duties. They are proud of the school’s impressive levels of achievement and are always ready to challenge leaders to ensure the quality of education in the school remains high.

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Safeguarding

The arrangements for safeguarding are effective.

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Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be outstanding for its overall effectiveness.

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Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour, or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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Background

This is the first ungraded inspection since we judged the school to be outstanding for overall effectiveness in September 2019.

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How can I feed back my views?

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’ is used to mean pupils with special educational needs 25 and 26 February 2025

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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 February 2025

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School details

Local authority London Borough of Waltham Forest

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School details

Dates of previous inspection 24 and 25 September 2019, under section 5 of the Education Act 2005

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Information about this school

 The school is part of the Genesis Education Trust.  The school does not use any alternative provision for its pupils.  The school is a Church of England school in the Diocese of Chelmsford. The school’s most recent section 48 inspection was in November 2022.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  To evaluate the effectiveness of safeguarding, the inspector 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 25 and 26 February 2025

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safeguarding that puts pupils’ interests first.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector considered the responses to Ofsted’s online surveys completed by parents, pupils, and staff.  The inspector looked at a sample of the school’s policies and records, including those related to behaviour and pupils’ wider development.  The inspector spoke with the headteacher, the executive principal, senior leaders, and subject leaders. The inspector also held meetings with members of the governing body, trustees, and a representative from the diocese.

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Inspection team

Eleanor Ross, lead inspector His Majesty’s Inspector 25 and 26 February 2025

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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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