Thomas Gamuel Primary School

Thomas Gamuel Primary School

Address: Colchester Road, Walthamstow, London, London, E17 8LG Unique reference number (URN): 140405

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Pupils, including those with special educational needs and/or disabilities (SEND) and other barriers to learning, develop detailed knowledge and skills across the curriculum. They achieve highly and build securely on their prior learning. For example, in geography, pupils in Year 3 explain in detail the differences between climates in two locations, linking their current learning to content studied in Year 2.

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Achievement Strong standard

Leaders and teachers ensure that pupils acquire strong foundational skills in reading, writing and mathematics. From the early years, there is a deliberate focus on developing gross and fine motor skills, which supports accurate letter formation and writing fluency.

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Achievement Strong standard

Results in national assessments at the end of Year 6 in reading, writing and mathematics are above the national averages. Pupils’ written work across the curriculum is consistently of high quality.

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Achievement Strong standard

Pupils, including pupils with SEND and pupils with other barriers to learning and wellbeing, make excellent progress from their starting points and are well prepared for the next stage of their learning.

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Early years Strong standard

Children benefit from highly effective teaching in the early years. Staff have a detailed understanding of each child, their needs, and how to support them in overcoming any barriers they may face. This enables children to develop secure knowledge and skills.

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Early years Strong standard

The curriculum is expertly designed. Children in the nursery provision learn essential knowledge and skills in a precise order and at the appropriate time. Teachers quickly adapt their approaches to address any gaps in children’s learning. Each activity is carefully crafted to ensure children practise and embed important skills.

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Early years Strong standard

Reading, communication and language are at the heart of the curriculum. Children begin to learn to read from the start of Reception. Phonics is taught by highly skilled teachers who provide regular opportunities for children to practise the sounds that letters make. Teachers explain new concepts clearly and model learning effectively. For example, they demonstrate accurate letter formation, enabling children to practise independently in their play.

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Early years Strong standard

Relationships between staff and pupils are built on care and kindness. Adults maximise opportunities to engage children in purposeful talk. This means that children, including those with special educational needs and/or disabilities, hear and practise new language frequently.

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Early years Strong standard

Leaders provide workshops to support parents in understanding the curriculum and how best to support their children. As a result, children achieve very well from their starting points and are well prepared for Year 1.

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Leadership and governance Strong standard

Leaders, including those responsible for governance, have a detailed understanding of the school. They make decisions that are in the best interests of all pupils, including those with special educational needs and/or disabilities and disadvantaged pupils who face barriers to learning. Staff have frequent opportunities to work together to consider, practise and refine their approaches to teaching. Leaders ensure that the rationale for these approaches is clearly understood by staff. The consistent focus on prioritising pupils’ language development is well embedded and highly effective. This is underpinned by staff training and professional development that is well informed by academic research and closely aligned with the school’s priorities.

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Leadership and governance Strong standard

Parents are overwhelmingly positive about the work of the school. Leaders have built trusting relationships with families. Staff are on duty each morning to greet pupils as they arrive, enabling leaders to respond quickly to any concerns.

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Leadership and governance Strong standard

Leaders are ambitious for all pupils. They anticipate barriers and take incisive action to support pupils. Those responsible for governance fulfil their duties effectively. Robust systems are in place for trustees to hold school leaders to account.

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Leadership and governance Strong standard

Leaders take appropriate action to support staff wellbeing and manage workload. Staff value this greatly. Teachers who are new to the profession are supported very well.

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Personal development and wellbeing Strong standard

Leaders are rightly proud of the school’s personal development programme. It is inclusive and adapted successfully to meet the needs of pupils, including those with special educational needs and/or disabilities.

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Personal development and wellbeing Strong standard

Pupils are curious and show an appreciation for perspectives different from their own. They explore similarities across beliefs, such as humanism and atheism, which prepares them well for life in a tolerant and diverse society. Pupils are given purposeful opportunities to present their learning to their classmates, developing courage, confidence and resilience.

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Personal development and wellbeing Strong standard

Pupils have a detailed understanding of fundamental British values. This begins in the early years, where children are taught to share, take turns and care for their classmates. These experiences promote pupils’ wellbeing and reinforce the school’s value of kindness. Leaders have carefully selected significant public figures from diverse backgrounds for pupils to learn about, helping them understand how others have influenced the world.

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Personal development and wellbeing Strong standard

Pupils demonstrate a strong understanding of how to keep safe online. The school delivers a carefully sequenced relationships, sex and health education curriculum. From the early years, children learn about healthy relationships and consent in an age-appropriate way, while older pupils explore the physical changes that occur during puberty.

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Personal development and wellbeing Strong standard

Leaders signpost pupils to a wide range of clubs that help them develop personal qualities and ensure as many pupils as possible participate. This ensures that all pupils, especially disadvantaged pupils, benefit from the school's offer. Pupils are enthusiastic about discovering new interests and developing their talents. For example, the school nurtures

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Expected standard

pupils’ sense of belonging and love of sport through the trust-wide sports day. Pupils also learn to play new musical instruments, such as the violin, and have opportunities to sing publicly as part of an ensemble choir, developing confidence and teamwork.

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Attendance and behaviour Expected standard

Attendance is a key priority at this school. It has appropriate systems in place to monitor pupils’ attendance closely. Leaders identify any barriers to attendance promptly and implement carefully considered strategies to overcome them. For example, pupils attend the 'magic breakfast club' so that they are ready to learn when the school day begins. As a result of leaders’ effective actions, pupils typically attend school regularly and on time.

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Attendance and behaviour Expected standard

Pupils behave very well. Staff have consistently high expectations, and classrooms are calm and focused learning environments. When incidents of inappropriate behaviour occur, staff take the time to ensure pupils understand the impact of their actions, preventing escalation.

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Attendance and behaviour Expected standard

Highly positive, professional relationships between pupils and staff are evident throughout the school. From the moment pupils arrive, staff greet them by name and check on their wellbeing. Pupils who require additional support to manage their behaviour receive highly effective targeted interventions. They are given time to talk about their feelings and share any worries, supporting the development of their self-esteem and helping them to thrive.

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Attendance and behaviour Expected standard

Bullying is rare. Pupils understand the different forms that bullying can take and know to report any incidents should they occur.

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Curriculum and teaching Expected standard

The school’s curriculum is ambitious. It sets out the knowledge, skills and vocabulary that pupils will learn from the nursery provision onwards, as well as the order in which they will learn them. Teaching is generally effective and helps pupils to build their knowledge over time. Teachers model subject-specific vocabulary with clarity and consistency. Pupils use these words confidently in their work. For example, pupils in Year 1 use words such as ‘observe’ and ‘magnify’ accurately when speaking and writing about their observations of leaves.

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Curriculum and teaching Expected standard

Reading is a priority at the school. Pupils begin to learn to read as soon as they start Reception. Teachers are trained experts in the teaching of early reading. They ensure that pupils hear and practise the sounds that letters make with accuracy. As a result, pupils, including those with special educational needs and/or disabilities (SEND) and other barriers to learning, access reading across the curriculum with confidence. Pupils who require support to keep up in reading, writing and mathematics receive consistently effective teaching.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching. Their systems enable them to identify strengths and areas for further development. As part of this, leaders continue to support teachers in making precise adaptations to their teaching so that all pupils with SEND consistently benefit from well-matched support.

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Inclusion Expected standard

This is an inclusive school. Leaders and staff are ambitious for all pupils. There are effective systems to identify pupils with special educational needs and/or disabilities (SEND), as well as those facing other barriers to learning or wellbeing. Staff respond promptly to any barriers that are identified. Leaders and teachers have developed highly positive relationships with parents and carers, supporting them to understand how they can help their children’s learning.

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Inclusion Expected standard

Leaders ensure that staff develop the skills and knowledge they need to meet pupils’ diverse needs. The school works effectively with a range of external professionals, including speech and language therapists and educational psychologists. These specialists provide advice and training that help staff understand how to address the barriers pupils face. This is an ongoing priority for the school, so that teaching consistently removes the barriers that some pupils face. Staff also receive training to deliver tailored support and interventions effectively. As a result, pupils with SEND and those with other barriers develop their skills and achieve well from their starting points.

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Inclusion Expected standard

Leaders use additional funding for disadvantaged pupils effectively. Rigorous monitoring ensures that disadvantaged pupils benefit fully from all the school has to offer.

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What it's like to be a pupil at this school

Pupils are incredibly happy at this school. Pupils are kind, enjoy firm friendships and have teachers who help them if they find their learning challenging. Staff regularly remind pupils of what they can achieve. Pupils, including those with special educational needs and/or disabilities and those facing other barriers, are resilient learners. This work begins in the early years, where children are taught to persevere when playing collaboratively.

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What it's like to be a pupil at this school

Positive relationships exist between pupils and staff. Pupils are safe. They are confident that they can speak to an adult who will help them if they have a concern.

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What it's like to be a pupil at this school

Pupils' behaviour is impeccable. They learn and socialise incredibly well. For example, pupils work effectively with their talk partners, responding to their classmates’ comments with high levels of respect. This creates a calm and purposeful environment that is conducive to learning. Bullying hardly ever happens. If it does, leaders act quickly so that incidents do not escalate. Pupils' positive attitudes to school are also reflected in their high rates of attendance and punctuality.

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What it's like to be a pupil at this school

Pupils achieve highly across the curriculum, including in national tests and they are well prepared for the next stages of their learning.

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What it's like to be a pupil at this school

Pupils are well equipped for life in modern Britain. They learn about different beliefs and are taught the skills to debate confidently. As a result, pupils value the opinions of others. The school deliberately plans a range of educational visits, such as to the Royal Opera House, the Houses of Parliament and other places of cultural interest. These experiences enhance pupils' learning, raise pupils' aspirations and broaden their horizons.

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What it's like to be a pupil at this school

The school’s values of kindness and ambition are woven throughout all aspects of daily life. Leaders carefully provide pupil leadership opportunities to drive these values. This creates an environment where children feel a clear sense of belonging.

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Next steps

• Leaders should continue to sharpen staff expertise, so that all pupils, including those pupils with special educational needs and/or disabilities, consistently benefit from high-quality adaptive teaching.

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About this inspection

The headteacher of this school is Paul Acheson. This school is part of the Lion Academy 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), Justin James, and overseen by a board of trustees, chaired by Robin Thompson-Clarke.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our updated inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, deputy headteacher and other senior leaders in the school. Inspectors also spoke to the CEO, the chair of trustees and a member of parent advisory body.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently makes use of one registered alternative provision.

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About this inspection

The school includes provision for 2- and 3-year-olds.

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Lead inspector:

Deborah Walters, His Majesty's Inspector

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Team inspectors:

Jonathan Newby, Ofsted Inspector Sacha Husnu-Beresford, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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national average

2024/25 (2 term) 5.4% 5.2% Close to average

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national average

2023/24 (3 term) 5.5% 5.5% Close to average

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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national average

2024/25 (2 term) 15.2% 13.3% Close to average

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national average

2023/24 (3 term) 15.3% 14.6% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

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

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