Eglinton Primary School

Inspection of Eglinton Primary School Paget Rise, London SE18 3PY

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Requires improvement 29 and 30 April 2025

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What is it like to attend this school?

The school provides an exceptional education for pupils. The ambitious curriculum considers the learning and experiences that pupils need to prepare them for life. Pupils love their school. They are happy and safe, and they enjoy learning. Many pupils join the school with different starting points. The school welcomes families and provides bespoke support to enable pupils to make rapid progress through the curriculum. Learning is precisely matched to pupils’ needs, enabling pupils across the school to achieve well.

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What is it like to attend this school?

The school has very high expectations for behaviour and learning. Pupils show an excellent understanding of inclusion. This is demonstrated in the respect they show for each other. Pupils appreciate and value their different backgrounds. The school teaches pupils how to keep safe, and pupils know they can share worries or concerns with a trusted adult. Playtime is a joy to watch as pupils create games and enjoy playing together.

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What is it like to attend this school?

The school carefully plans enrichment opportunities to ensure that pupils take part in a range of experiences, such as visiting theatres and museums. The school demonstrates its aspiration for all pupils by arranging careers and entrepreneurial activities. Pupil leaders show maturity and confidence in their roles, and they are proud to make a difference to the school community.

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

The school develops pupils’ language expertly across the school. Staff make sure that pupils learn subject content deeply over time. They enable pupils to learn subject-specific language and vocabulary extremely well. The school ensures that all pupils, including those who speak English as an additional language, can access learning very well. The school has planned the curriculum to ensure that small steps of learning build over time and sequentially.

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

Teachers have expert subject knowledge, which they use to deliver learning through clear explanations. Purposeful links made between subjects enhance learning opportunities across the curriculum. Pupils develop a superb knowledge base, which they use to support new learning. For instance, Year 6 pupils use their knowledge of angles to accurately estimate angles in shapes.

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

The school is quick to identify pupils with special educational needs and/or disabilities (SEND) and provides bespoke support to meet their individual needs. Teachers continually check pupils’ learning and are swift to address any gaps in their understanding. They make adaptations so that pupils with SEND understand the curriculum confidently. For example, in mathematics, pupils use equipment confidently to help them to work out calculations and understand number.

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

Children in Reception are immersed into an environment of rich language opportunities, enabling them to build and understand new words quickly. Well-thought-through activities encourage children to practise their learning. For instance, in the role play garden centre, 29 and 30 April 2025

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children practise their understanding of planting and growing, counting coins and writing labels. Children develop a strong foundation of number and apply it to their play.

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Reading is a high priority. Last year, expected outcomes in phonics were not as high as in previous years. The school has worked diligently to provide bespoke support to pupils. As a result, pupils make rapid progress in their early reading. Pupils know the phonics sounds well and can blend effectively. They apply their knowledge in their writing, spelling words correctly. Work in pupils’ books across the school is of a high standard. Class texts are carefully chosen to provide opportunities for pupils to learn about the wider world.

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Leaders are swift to address any barriers to education that pupils may have. This is evident in the support to ensure that pupils attend school and on time. Attendance is positive, pupils want to be in school and they enjoy the learning. The school knows pupils and families well and provides incredible support beyond education.

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Pupils’ strong understanding of different faiths, cultures and beliefs creates a harmonious environment. They show kindness, support each other and work together effectively. Behaviour across the school is exemplary. Pupils have positive attitudes to learning.

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Pupils enjoy the range of clubs and activities on offer. They are proud to represent the school at sporting and music events. Pupil leaders enjoy supporting younger pupils. For instance, computing leads run a lunchtime club for pupils in Years 2 and 3. ‘Pupil Parliament’ members are voted for to help improve the school. Recently, they organised a fundraising event to repair the much-loved reading hut in the playground.

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The governing body and leaders have a clear vision. They have very high expectations for all pupils and are tenacious in ensuring that pupils get the best start to their education. Leaders and staff value the collaboration of the federation. They enjoy sharing best practice and the opportunity to develop teaching with other schools. Staff are proud to work at the school.

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Safeguarding

The arrangements for safeguarding are effective.

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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. 29 and 30 April 2025

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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). 29 and 30 April 2025

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School details

Appropriate authority The governing body

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School details

Chair of governing body John Frankis and Carol Smith (Co-Chairs)

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School details

Headteacher Lisa Lazell (Executive Headteacher) Emma Jarrett-Shorter (Head of School) Website www.eglinton-royalgreenwich.co.uk

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School details

Dates of previous inspection 20 and 21 October 2022, under section 5 of the Education Act 2005

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Information about this school

 The school is part of The Ambition Federation, which was formed in October 2023.  The executive headteacher leads this school and two others as part of the federation.  The school does not make use of any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 29 and 30 April 2025

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 Inspections are a point-in-time evaluation 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 met with the executive headteacher, head of school, other leaders and staff. They also met with members of the governing body and a local authority improvement advisor.  Inspectors carried out deep dives in these subjects: early reading, mathematics, geography and modern foreign languages. Activities included discussions with leaders and teachers about the curriculum, visiting lessons, speaking with groups of pupils about their learning and a scrutiny of pupils’ work. Inspectors also considered the curriculum in other subjects.  Inspectors checked the school’s policies and records, including those related to behaviour and pupils’ wider development.  Inspectors considered the responses of parents, pupils and staff to Ofsted’s online

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surveys.  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.  Inspectors held meetings with staff and spoke with pupils during social times. They observed pupils’ behaviour across the school, including as they arrived at and left school.

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Inspection team

Sacha Husnu-Beresford, lead inspector His Majesty’s Inspector

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Inspection team

Raj Mehta Ofsted Inspector 29 and 30 April 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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