Goose Green Primary and Nursery School

Inspection of a school judged good for overall effectiveness before September 2024: Goose Green Primary and Nursery School Tintagel Crescent, East Dulwich, London SE22 8HG

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Outcome

Goose Green Primary and Nursery School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteachers of this school are Cat Shuttleworth and Louise Partridge. This school is part of The Nexus Education Schools Trust (NEST), which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Paula Farrow, and overseen by a board of trustees, chaired by Ann Golding.

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What is it like to attend this school?

Pupils feel safe and happy in this school. They know which staff they can talk to if they have any worries. Pupils enjoy coming to school to see their friends and to find out what they will be learning. Pupils like being able to have breakfast in their classrooms, which helps them to feel ready for the day.

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What is it like to attend this school?

The school wants every pupil to ‘achieve well, enjoy school and leave with a passion’. It has high expectations for what pupils can learn and remember. Pupils build knowledge steadily, and the school supports them to do their best. For example, staff help pupils to keep going when learning feels hard and to take pride in their achievements. Pupils enjoy learning and want to do well. Across subjects, they are taught key concepts from an early age. The school’s high expectations are realised as pupils achieve well across the curriculum.

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What is it like to attend this school?

Pupils behave sensibly and respectfully, in and out of lessons. The school sets clear expectations and routines, which pupils understand and follow. The school’s values of curiosity, ambition, kindness and resilience are shown in the way that pupils treat each other and the staff who work with them. These shared values help to create a calm and focused environment where pupils enjoy learning. 17 and 18 June 2025

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

Pupils have a positive start to their education in this school. From the moment children start in Nursery, staff support them in listening carefully to the sounds around them. This helps to prepare them for learning phonics later on. When they move up to Reception, children begin to learn how to read. Expertly trained staff deliver phonics to a high standard. Pupils practise their phonics knowledge by reading books that contain sounds that they already know. Those pupils who fall behind receive effective support and they catch up quickly. As a result, pupils read fluently by the end of Year 2.

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

Pupils also develop their early mathematics skills well. Staff ensure that pupils acquire a strong understanding of numbers. In Reception, for example, children accurately identify and recall their number bonds to 10. This helps them when they start adding larger numbers in Year 1.

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

The school has designed a well-sequenced curriculum. It identifies exactly what pupils need to learn, and when. This ensures that pupils build on prior learning. When the curriculum is delivered as planned, pupils retain and apply what they have learned before. In these instances, they learn subject matter well. Sometimes, however, the curriculum is not delivered as the school intends. Occasionally, teaching provides explanations of subject content that lack clarity. When this happens, pupils do not learn key knowledge as well as they could.

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

Staff provide pupils with opportunities to practise and consolidate their learning. Most of the time, teaching probes pupils’ understanding and addresses misconceptions as they arise. However, at times, this is not wholly effective. Consequently, for some pupils, gaps in prior learning limit how well they can connect and build new learning.

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

The school identifies and addresses the needs of its pupils at the earliest opportunity. This includes those pupils with special educational needs and/or disabilities (SEND). Pupils with SEND benefit from effective adaptations to the teaching of the curriculum. For example, staff use additional visual and hands-on resources to help pupils access and learn new content. As a result, pupils with SEND learn the curriculum well.

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

The school has made attendance a clear priority. It tracks pupils’ attendance closely and acts quickly when concerns arise. This includes the use of a staged approach to support improvement, involving, for example, text alerts, letters, meetings and attendance contracts. Staff work closely with families, especially where pupils face challenges. They provide tailored support, such as art therapy, transport help and regular check-ins. As a result, pupils’ attendance, including for disadvantaged pupils, is strong.

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

The school prepares pupils well for life in modern Britain. Pupils learn about respect, equality and the importance of individual differences. They take part in activities that celebrate a range of cultures and identities, including Pride Month and Black History Month. They experience democracy first hand as they elect their school council representatives. The school offers a wide range of clubs, music lessons and sports 17 and 18 June 2025

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activities. Many pupils, including those who are disadvantaged, choose to join these activities that support their talents and interests.

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Leaders, trustees and local committee members continue to focus well on improving the quality of education across the school. They check how well pupils are learning and provide training and support to help staff to improve their practice. Staff feel well supported and that leaders listen to their views about workload and well-being. They appreciate that processes such as marking and feedback have been streamlined to make their work more manageable.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Sometimes, the school does not ensure that the curriculum is delivered as intended. When this happens, pupils do not learn key knowledge as well as they should. The school should check that the curriculum is delivered as planned and that subject content is taught with clarity.  At times, the school does not ensure that checks on pupils’ understanding of curriculum content are as effective as they could be. This results in gaps in pupils’ knowledge, which limits their understanding of new learning. The school needs to ensure that its use of checks on learning consistently identify and address misconceptions when they arise.

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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 good 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, 17 and 18 June 2025

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behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

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This is the first ungraded inspection since we judged the school to be good for overall effectiveness in January 2020.

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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 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). 17 and 18 June 2025

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School details

Headteachers Cat Shuttleworth Louise Patridge Website www.goosegreenprimaryschool.org

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School details

Dates of previous inspection 15 and 16 January 2020, under section 5 of the Education Act 2005

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Information about this school

 The school does not use any alternative provision.

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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.  The inspector held discussions with the headteachers and other members of the senior leadership team.  The inspector met with trustees, including the chair of trustees. 17 and 18 June 2025

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 The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  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 safeguarding that puts pupils’ interests first.  The inspector considered the views of parents through their responses to the online survey, Ofsted Parent View.

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Inspection team

Edison David, lead inspector Ofsted Inspector 17 and 18 June 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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