Schools & FE · Report card

St Jude's Church of England Primary School

Inspected 27 Jan 2026 · URN 100835

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Summary

No overall grade in this frameworkSafeguarding met

Adam Vincent (lead), Ray Lau

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Needs attention
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
27 Jan 2026
Inspectors verified
Adam Vincent, Ray Lau
Postcode verified
SE1 6HA
Name on report verified
St Jude's Church of England Primary School
Safeguarding verified
Met
URN verified
100835

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourNeeds attention
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+67Positivemore positive than 39% of reports of this type

In line with other reports of this type.

Praiseeffectivelyfeel safeconfidentclearenjoyconsistentlyconfidentlypositively

Criticismconcernsinconsistenciesnot securedisruptiongapspersistently absentnot yetbelow

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1682w+68
Leadership170w+47
Safeguarding51w−11
What needs to improve52w+64

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,953; about usual (typical 1698)
Reading level: Hard; Flesch 45, typical 43
Average sentence: 14 words
Next steps: 2; typical 3
Hedged sentences: 5%; “some”, “not always”, “most”…

Where the words go

Findings 56%Leadership 6%Safeguarding 2%What needs to improve 2%About the inspection 35%

Full report text

St Jude's Church of England Primary School

Address: Colnbrook Street, London, SE1 6HA Unique reference number (URN): 100835

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

Pupils make steady progress from their starting points across the curriculum. In lessons, pupils show secure understanding and can apply what they have learned. For example, they read age-appropriate texts with confidence and explain the meaning of new words.

p.2

Achievement Expected standard

Pupils receive additional help quickly when they need it. This includes pupils with special educational needs and/or disabilities and those who are new to English. This support helps pupils to access learning alongside their peers.

p.2

Achievement Expected standard

Published results from national tests vary because classes are very small. The performance of one or two pupils can have a noticeable effect on outcomes, including in statutory assessments, such as the phonics screening check and the multiplication tables check. Pupils’ work over time shows that most pupils, including those who are disadvantaged, make steady progress and develop the knowledge and skills they need for the next stage of their education.

p.2

Curriculum and teaching Expected standard

The curriculum is designed carefully to help pupils build secure knowledge and skills over time, particularly in reading, writing and mathematics. In the early years, there is a strong focus on communication, language and early reading.

p.2

Curriculum and teaching Expected standard

Staff help pupils to become confident readers. Phonics is taught daily using clear and consistent routines. Staff model sounds clearly and give pupils regular opportunities to practise what they have learned. Children in Reception take part enthusiastically in phonics sessions and are confident to join in. Teaching is adapted so that pupils with special educational needs and/or disabilities and those new to English can learn alongside their peers.

p.2

Curriculum and teaching Expected standard

Across the school, teachers plan lessons carefully and check pupils’ understanding through questioning and focused support. In mixed-age classes, teachers manage learning effectively so that pupils build on what they already know while being introduced to new content. Leaders support consistency through training and checks on how the curriculum is taught. Leaders are continuing to strengthen how well pupils remember learning over time and build securely on what they have learned before.

p.2

Curriculum and teaching Expected standard

Leaders have identified writing as an area for further development. There are inconsistencies in how effectively pupils write for different purposes. Pupils' handwriting is not secure. Staff are refining approaches to handwriting, sentence structure and writing for different purposes. This work is at an early stage and is not consistent across the school.

p.2

Early years Expected standard

Children experience a calm and welcoming start to school. Staff know children well and use positive interactions to help them feel safe and secure. Staff model language carefully and engage children in purposeful talk. This helps to develop their vocabulary and communication skills.

p.2

Early years Expected standard

The early years curriculum supports children to make progress across all areas of learning, with a clear focus on communication and language. Staff identify children’s needs appropriately and adapt activities, including for disadvantaged children and those with special educational needs and/or disabilities. Children have regular opportunities to practise learning through structured activities and well-chosen play.

p.3

Early years Expected standard

Reading is prioritised from the start. Children begin learning phonics early and practise regularly. They take part confidently in daily phonics sessions, responding accurately to call- and-response routines that help them to build early reading skills. Consistent and systematic teaching helps children to apply what they have learned when reading and writing. Children enjoy phonics sessions and show growing confidence in blending sounds.

p.3

Early years Expected standard

Staff support children’s personal, social and emotional development well. Children learn routines, make choices and play cooperatively. Staff support children effectively as they move on to Year 1. Parents are kept informed about children’s learning and are encouraged to support learning at home. As a result, most children are prepared for the next stage of their education.

p.3

Inclusion Expected standard

Leaders identify pupils' additional needs quickly, including pupils with special educational needs and/or disabilities, disadvantaged pupils and those who join the school at different points in the year. Support is put in place promptly so that pupils can access the curriculum alongside their peers. In lessons, staff adapt activities and provide focused help, particularly in Reception and early reading, so that pupils can take part and learn well.

p.3

Inclusion Expected standard

Leaders keep track of pupils’ progress and use this information to review and adjust support where needed. Small-group and individual support is used appropriately, when pupils have gaps in their learning. Staff are clear about expectations for inclusive practice and feel supported by leaders to apply agreed approaches consistently. Communication with parents and carers, as well as support from external agencies where appropriate, helps to meet pupils’ needs and support their wellbeing.

p.3

Inclusion Expected standard

Additional funding is used to reduce barriers to learning and to support pupils’ wider development. Leaders check how well this support is working and adapt it when pupils are not making the progress expected. Parents say that children feel welcomed into the school and that their needs are understood and supported.

p.3

Inclusion Expected standard

Pupils with additional needs take part confidently in lessons and make secure progress from their starting points. Leaders’ clear focus on inclusion shapes daily practice. This helps pupils to feel supported, safe and able to participate fully in school life.

p.3

Leadership and governance Expected standard

Leaders understand the school’s context, strengths and areas that need further improvement. They have identified appropriate priorities and are taking action to improve pupils’ experiences and outcomes, particularly for disadvantaged pupils and those with special educational needs and/or disabilities. While leaders are focusing on appropriate areas, not all improvement work is fully embedded.

p.3

Leadership and governance Expected standard

Leaders place a clear emphasis on inclusion, safeguarding and pupils’ wellbeing. They know pupils well and use this knowledge to guide decisions about support and the use of staff. Leaders are committed to reducing barriers for pupils who face additional challenges.

p.4

Leadership and governance Expected standard

Those responsible for governance meet their statutory duties. They understand the school’s work and provide support and challenge. Governors oversee safeguarding, attendance and curriculum priorities. However, their oversight of the impact of attendance work is still developing.

p.4

Leadership and governance Expected standard

Leaders provide staff with training and professional learning that reflects school priorities. They are mindful of staff workload. Some initiatives are still being established, but leaders are taking steps to build staff expertise and improve consistency further over time.

p.4

Personal development and wellbeing Expected standard

Leaders have put in place a clear approach to personal development and wellbeing. This supports pupils’ social, moral and cultural development. Pupils are encouraged to think about their own experiences and respect the views and beliefs of others. In discussions, pupils show a clear understanding of fairness, kindness and responsibility. For example, children in Nursery and Reception cooperate during play. They share resources and help each other. Older pupils support younger children at breaktimes, showing empathy and consideration.

p.4

Personal development and wellbeing Expected standard

Pupils learn about the fundamental British values, such as tolerance and respect, in ways that are appropriate to their age. Opportunities to share their views and take part in decisions about school life, help pupils to feel confident and included. In lessons, they discuss their learning and reflect on their progress. Leaders seek pupils’ views on activities and transitions, including when new children join mid-year.

p.4

Personal development and wellbeing Expected standard

Pupils learn to understand and respect difference. They are taught to recognise and challenge unkind behaviour. Relationships and health education are delivered in an age- appropriate way. Pupils know how to keep themselves safe, including online, and know who to talk to if they are worried. Staff are aware of pupils’ individual needs, such as those with special educational needs and/or disabilities. They provide appropriate support. For example, staff support pupils who need help with managing their emotions to re-engage with learning through skilful guidance and praise.

p.4

Personal development and wellbeing Expected standard

Staff help pupils to feel safe, valued and able to focus on their learning and wellbeing. Leaders make sure that all pupils can take part in wider experiences that broaden interests and build confidence. Children enjoy creative opportunities, such as working with an artist- in-residence to develop fine motor skills and explore colour. Older pupils study Van Gogh, Cornelia Parker and William Morris, taking pride in their work. Visits and workshops, such as to the Imperial War Museum and dance activities, further enrich personal development and build pupils' self-confidence.

p.4

Attendance and behaviour Needs attention

Attendance is below national levels for some pupils, including a small number who are persistently absent. Leaders recognise that attendance needs to improve further. They have strengthened systems to track attendance and are communicating more closely with families, where concerns arise. These actions are beginning to improve attendance for some pupils, but they are not yet having enough impact for all.

p.5

Attendance and behaviour Needs attention

Leaders are developing a better understanding of the barriers some families face and are starting to tailor support more carefully, including around school holidays. They communicate clearly with parents about the importance of these periods in helping pupils to settle and keep up with learning. Further consistency and sustained improvement are still needed.

p.5

Attendance and behaviour Needs attention

Pupils behave well and have positive attitudes to learning. The school is calm and orderly. Pupils arrive sensibly. They interact well with others at social times. Relationships between staff and pupils are respectful and supportive. In lessons, pupils listen well and engage positively. Staff apply behaviour expectations consistently. This helps pupils to understand what is expected of them. Bullying is not tolerated. Pupils say that adults deal with concerns quickly and effectively. This helps them to feel safe and ready to learn.

p.5