Rathfern Primary School

Rathfern Primary School

Address: Rathfern Road, Catford, London, SE6 4NL Unique reference number (URN): 100700

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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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Attendance and behaviour Strong standard

Pupils attend well. Attendance data is above the national average over a 3-year period, including for pupils who are disadvantaged and those with special educational needs and/or disabilities (SEND). Leaders track attendance meticulously and intervene promptly when concerns arise. Strong and effective relationships with families lead to sustained improvements in the attendance of pupils affected by complex needs, including SEND.

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Attendance and behaviour Strong standard

The school environment promotes consistently positive behaviour and strong engagement in learning. Pupils’ behaviour is consistently diligent in classrooms, around the school and during playtimes. This creates a safe and purposeful atmosphere that supports learning. In lessons, pupils are polite, attentive and respond quickly to staff. They sustain their concentration and follow routines confidently. Behaviour expectations are well established, understood by all and applied consistently. This reduces disruption and maximises learning time. During playtimes, pupils interact maturely, cooperate with others and resolve minor issues independently. Staff intervene appropriately to ensure that pupils feel safe.

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Attendance and behaviour Strong standard

Relationships between staff and pupils are warm and respectful. Pupils show confidence when speaking with staff and treat others with courtesy. Leaders act swiftly and effectively in response to any issues of discrimination or bullying. When needed, staff make reasonable adjustments so that pupils with SEND can engage fully, while meeting clear behaviour expectations.

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Curriculum and teaching Strong standard

The school’s curriculum is well considered and ambitious. It is broad, balanced and sequenced carefully so that pupils build their knowledge and skills over time. The school’s ‘golden threads’, such as sustainability and power, are planned intentionally through the curriculum to deepen pupils’ understanding. There is also a sharp focus on developing pupils' language across all subjects.

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Curriculum and teaching Strong standard

Leaders are well informed and knowledgeable about the quality of the curriculum. Drawing on evidence-based research and insights from their robust oversight of the provision, they continually strive to refine and improve what is in place.

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Curriculum and teaching Strong standard

Staff’s strong subject knowledge and consistent teaching approaches are key strengths. Across classes, pupils’ learning is developed through well ‑ established routines, including partner talk, paired tasks and the development of subject-specific vocabulary. Staff check closely how well pupils grasp new learning. They intervene quickly to ensure that pupils understand before moving on and provide bespoke support when needed. Staff use their detailed knowledge of pupils' needs to adapt learning skilfully.

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Curriculum and teaching Strong standard

There is a clear emphasis on developing pupils’ foundational knowledge in reading, writing and mathematics. Staff accurately identify and address gaps in pupils’ understanding to help pupils catch up. Phonics is taught systematically, and pupils build their skills over time to become confident, fluent readers.

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Early years Strong standard

The early years provision provides children with an impressive start to their education. The curriculum is structured precisely and promotes children’s sustained progress across all areas of learning.

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Early years Strong standard

Reading, phonics and language development are prioritised. Children develop secure phonics knowledge, which supports their ability to read and write. They show high levels of enthusiasm and independence when engaging with books. High ‑ quality texts and carefully planned experiences anchor the learning across the provision. The quality of staff–child interactions is highly effective and supports children's language development very well. Across a range of activities, staff model ambitious vocabulary consistently and engage children in sustained, purposeful conversations.

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Early years Strong standard

From the earliest stages, children learn how their brains and memory work, and how to regulate their emotions and behaviour. As a result, children demonstrate mature self ‑ regulation, strong focus and a keen understanding of how they learn. This sets them up for positive learning habits as they get older.

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Early years Strong standard

Leaders ensure that children's individual needs are identified swiftly. Right from the start, targeted help for speech, language and fine-motor development leads to significant improvements, including disadvantaged children. This is supported by timely intervention and strong parental engagement. As a result, children achieve consistently well and they are very well prepared for Year 1.

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Inclusion Strong standard

This is a highly inclusive school where staff know each individual pupil’s needs well. There is a shared focus on giving disadvantaged pupils the best possible experience so that they can be successful.

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Inclusion Strong standard

Systems for identifying pupils’ needs are robust. Pupils’ emerging needs are recognised and addressed quickly. Partnership work with parents and carers begins before children join the school. This allows staff to put appropriate adaptations in place from the start. The school works closely with families and external agencies to make sure that pupils’ needs are met fully.

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Inclusion Strong standard

Leaders maintain a laser ‑ sharp focus on reducing any barriers to learning or wellbeing and ensuring that the provision in place is having the intended impact. Funding, including the pupil premium, is used effectively so that it has maximum impact on the pupils who need it most. Support is targeted precisely to help pupils succeed. For pupils with high levels of special educational need and/or disability, the ‘nest’ provision provides them with a calm and safe space where their sensory and regulation needs are met closely.

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Inclusion Strong standard

Staff demonstrate high levels of expertise and support vulnerable pupils with skill and care. This helps these pupils to thrive.

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Leadership and governance Strong standard

There is a strong and unwavering commitment, shared by leaders, staff and governors, to secure the best possible education for all pupils. Pupils are placed at the centre of decision ‑ making. A clear moral purpose ensures equity between disadvantaged and non ‑ disadvantaged pupils and a determination to provide every child with the cultural capital needed to thrive as future citizens.

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Leadership and governance Strong standard

Leaders are highly determined and demonstrate a precise understanding of the school’s strengths and priorities for improvement. They maintain a sharp focus on securing strong foundations and meeting the needs of pupils who face barriers to learning. Staff know pupils very well and use this knowledge effectively to shape provision and support. Decisions are deliberate, evidence ‑ led and aligned consistently with the school’s vision.

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Leadership and governance Strong standard

Staff development is prioritised and well structured. Leaders ensure that staff receive high ‑ quality professional development to strengthen their practice. Staff reflect positively on the impact this has on their teaching and on pupils’ learning. This approach promotes consistency and builds confidence, particularly for those in the early stage of their careers, and it contributes to sustained improvements in pupils’ experiences and outcomes.

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Leadership and governance Strong standard

Governors fulfil their statutory duties effectively. They have a clear understanding of the school’s work and provide an appropriate balance of challenge and support. Their careful oversight of workload and wellbeing ensures that staff feel valued and part of a strong, caring community.

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Personal development and wellbeing Strong standard

The school’s personal development offer is focused closely on developing pupils' character and social awareness, and their readiness to contribute positively to society. It is rooted in ensuring equity for all pupils.

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Personal development and wellbeing Strong standard

Pupils reflect carefully on their beliefs and experiences. They develop respect for the views and values of others. Pupils’ appreciation of cultural diversity and different faiths is promoted strongly through 'RE ambassadors', assemblies and the curriculum. The concepts of the fundamental British values are woven skilfully through the curriculum and wider enrichment activities. Pupils develop a secure understanding of right and wrong and engage thoughtfully with issues such as bullying, mental health, fairness and responsibility. Relationships and health education enables pupils to recognise risks and understand how to keep themselves safe, both online and offline.

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Personal development and wellbeing Strong standard

Pupils’ social skills are well developed. They learn how to cooperate, take turns and resolve conflict, including during playtimes. They understand democratic processes, including voting and representation through the 'pupil parliament', the 'eco council' and prefect roles. Even pupils who do not hold leadership roles value the contributions of those who do. This enhances the school’s sense of community and belonging. Staff apply consistent approaches to developing pupils’ social skills and ensure appropriate support is in place for disadvantaged pupils, reflecting strong knowledge of these pupils’ backgrounds and needs.

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Expected standard

Creative, artistic and cultural opportunities are a notable strength. A wide range of extra- curricular clubs, alongside visits, workshops and performances, all serve to enrich pupils’ experiences. Leaders track pupils’ participation carefully and provide subsidies when needed so that disadvantaged pupils and those with special educational needs and/or disabilities benefit equally and are fully included.

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Achievement Expected standard

Pupils achieve outcomes in national assessments that are broadly in line with national figures. There are notable strengths in phonics and the multiplication tables check. Pupils' attainment in the most recent year shows significant improvement. This reflects the positive impact of leaders’ work to strengthen the curriculum and address identified priorities. The attainment gap between disadvantaged and non ‑ disadvantaged pupils is narrowing because staff take a carefully targeted and personalised approach to removing any barriers to learning.

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Achievement Expected standard

Across a range of subjects, pupils progress very well through the curriculum. They speak confidently about what they know and remember and demonstrate strong foundations in early reading, language, number and wider-subject knowledge. Pupils' work is of a consistently high quality and shows improving accuracy, independence and complexity over time. Pupils are well prepared for the next stage of their education.

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

Pupils come to school eagerly because they enjoy their learning and all that the school has to offer. This is reflected in their high attendance. Pupils and families are greeted warmly by the 'senior prefects' who support pupils to come into school, if needed. This, along with the positive relationships between staff and pupils, helps pupils to feel safe and cared for. Pupils know who to go to if they have any worries and say that any incidents of bullying will be dealt with.

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

In this school, every second counts as a learning opportunity. From the moment pupils enter the classroom, learning begins, whether this is singing counting songs, completing basic skills work or receiving intensive support from skilled staff. Pupils are keen and diligent learners. They focus well and are keen to be actively involved. As a result, pupils achieve well and are well prepared for their next steps in education.

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

Pupils' behaviour around the school and at social times is respectful, kind and thoughtful. Expectations are understood clearly by everyone. Pupils have a deep understanding of how to get along with each other and how to manage their own feelings and emotions. The 'social prefects' look out for others during social times to make sure that everyone is okay.

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

Pupils relish the wider opportunities the school provides and the impact they can have on

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Team inspectors:

Ian Scotchbrook, Ofsted Inspector Nick Osborne, Ofsted Inspector Joanna Jones, Ofsted Inspector their local community and beyond. Members of the eco-council relish being 'change-makers' who make a positive difference, for example by litter-picking to keep the school clean and tidy. Pupils' talents and interests are developed through the vast range of extra-curricular activities available, including a wide range of musical and sports opportunities, as well as arts and crafts, and chess, to name just a few.

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Next steps

Leaders should continue to strengthen their work in reducing barriers to learning so that pupils' achievement is clearly reflected in the school's published outcomes over time.

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About this inspection

The chair of the board of governors in this school is Sara Williams.

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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 renewed 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 principal and other members of the school leadership team, including the designated safeguarding leader and special educational needs coordinator, during the inspection. Inspectors also spoke with teachers, support staff and pupils, and with representatives from the trust, the governing body and the local authority.

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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 uses no alternative provision.

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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. National average: 26.3%

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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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average

2022/23 (final) 67% 60% Close to average

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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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average

2022/23 (final) 75% 73% Close to average

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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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average

2023/24 (final) 69% 72% Close to average

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average

2022/23 (final) 75% 71% Close to average

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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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average

2023/24 (final) 69% 73% Close to average

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average

2022/23 (final) 79% 73% Close to average

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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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average

2023/24 (final) 43% 46% Close to average

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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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average

2022/23 (final) 71% 60% Close to average

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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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average

2023/24 (final) 57% 58% Close to average

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average

2022/23 (final) 62% 58% Close to average

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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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average

2023/24 (final) 54% 59% Close to average

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average

2022/23 (final) 67% 59% Close to average

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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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Persistent absence

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

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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

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Urgent improvement

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