Ealdham Primary School

Ealdham Primary School

Address: Ealdham Square, Eltham, London, SE9 6BP Unique reference number (URN): 100120

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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 Expected standard

The school achieves successful academic outcomes. Mathematics and reading are particular strengths. Staff ensure that they remove any barriers to learning for pupils with special educational needs and/or disabilities and disadvantaged pupils. These pupils do well and achieve better than disadvantaged pupils nationally at the end of key stage 2. In mathematics, pupils complete work accurately, and teachers use checks on learning well to spot gaps and provide extra help. Pupils read books that closely match their reading ability, which builds pupils' confidence and understanding. As pupils move through the school, they develop confidence and stamina in writing. The school celebrates success through assemblies, which helps pupils feel proud of their achievements. Pupils speak positively about their learning across many subjects. However, some pupils are less confident about important knowledge that they have learned in a small number of subjects. Overall, pupils

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Achievement Expected standard

are well prepared for secondary school, supported by consistent care and guidance throughout their time at primary school.

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Curriculum and teaching Expected standard

The school's curriculum is ambitious and broad. Leaders ensure that pupils receive a well ‑ planned curriculum that reflects the school’s increasingly diverse community. Pupils learn about a wide range of important people, authors and artists from different cultures. This helps them see themselves and others positively in what they learn. For example, Year 2 pupils spoke confidently about artists and their work. Pupils enjoy solving mathematical challenges, using their prior knowledge and understanding successfully. Teachers have the knowledge they need to teach all subjects well. Teaching usually meets pupils’ needs, including developing pupils' writing. Sometimes, teaching does not adapt or check pupils' understanding closely. As a result, some pupils do not build on their previous learning as well as they should.

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Curriculum and teaching Expected standard

Reading has a high profile across the school. Teachers read daily to pupils and use expressive storytelling to promote enjoyment and a love of books. Activities such as book swaps and reading ambassadors encourage pupils to read more widely. Pupils who find reading difficult receive effective catch ‑ up support. In the early years, children use phonics confidently to read and write simple words and sentences. Books are well matched to pupils’ abilities, helping them read with confidence and fluency.

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Early years Expected standard

Leaders are ambitious for children in the early years and want them to have a secure and positive start to school life. Children benefit from a well ‑ planned indoor and outdoor environment that encourages exploration, curiosity and independence. They are happy and confident, and build warm, trusting relationships with adults and other children. Where practice is strongest, adults talk thoughtfully with children and introduce new words to deepen their learning. Teaching is well organised, with a clear daily focus on phonics, routines and personal development. Children build important early skills, including movement, balance and fine hand control. Staff teach phonics consistently, helping children to develop their early reading skills effectively. Through play, such as role ‑ play cooking activities, children learn to take turns, listen to others and make healthy choices. As a result, most children achieve well and are ready for the move into Year 1. Staff know children well

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Early years Expected standard

and are quick to notice any emerging needs. They work closely with parents and other professionals to make sure support is provided early, including for children with additional needs. Leaders also work closely with families from the start to promote good attendance habits.

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Inclusion Expected standard

The school shows a strong commitment to making sure every child feels welcome, included and able to take part. Parents and carers speak positively about the school’s caring and inclusive approach. Staff know pupils extremely well and provide a supportive environment where children feel safe and understood. When needed, pupils start the day with calm sensory activities. This helps them settle quickly and be ready to learn. Staff communicate well with the inclusion team. They identify pupils' needs early and put the right support in place without delay. Staff work closely together to support pupils with special educational needs and those who face additional challenges. Pupils who need quieter spaces, sensory breaks or extra help with reading receive this promptly. Staff usually review this support in a timely way so that leaders understand what is working and can make changes where needed. Targeted help, including daily reading catch ‑ up, helps pupils build confidence and

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Inclusion Expected standard

make progress. Leaders use additional funding carefully to improve teaching, raise achievement and provide wider opportunities, such as trips and clubs. Relationships across the school are strong. However, sometimes the support for pupils' learning in lessons is not as precise as it should be. This is particularly the case when work for pupils is not adapted carefully, which limits some pupils' readiness for learning.

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Leadership and governance Expected standard

The governing body brings a wide range of experiences. They understand the school’s strengths well. Governors play an active role in setting priorities and making decisions that benefit all pupils. They carefully oversee how extra funding is used to make sure it improves opportunities for disadvantaged pupils. Governors also provide the right balance of support and challenge, for example by closely checking the school’s work to improve pupils' attendance. Leaders at all levels are ambitious for pupils and want every child to have the best possible start. They value academic success alongside building pupils' wellbeing, confidence and self ‑ esteem. Leaders support pupils to feel safe, valued and proud of who they are. They make sure all legal duties are met, including safeguarding.

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Leadership and governance Expected standard

Leaders invest in staff training and development. Staff receive support in key areas, such as phonics, and value the training provided. However, some staff are not fully clear about whole ‑ school teaching priorities. This leads to some inconsistency in how teaching is adapted and how consistently pupils' learning is checked. Leaders are mindful of staff workload and show care for staff wellbeing. They are highly visible at the start and end of the day, greeting pupils and families by name. This creates a calm and welcoming atmosphere. Parents describe staff as approachable, responsive and willing to listen.

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Personal development and wellbeing Expected standard

Leaders have put a clear and well ‑ planned approach in place to support pupils’ personal development. They focus on developing pupils' understanding about positive mental health and wellbeing. Pupils learn different ways to manage their feelings, such as staying calm and bouncing back from challenges. Staff teach pupils how to use the right language to describe how they feel. This shows in pupils' calm behaviour and how well they manage emotions, especially at playtimes and when moving between activities. The personal development programme runs from Nursery to Year 6 and includes relationships and sex education. Leaders make sure it is taught consistently and meets national requirements. In the early years, children learn about emotions through carefully chosen activities, such as self ‑ portraits and stories. This builds children’s self ‑ awareness and supports positive relationships from a young age.

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Personal development and wellbeing Expected standard

Relationships between staff, pupils and parents are polite and respectful. Pupils describe the school as caring and supportive. They play well together, show kindness across age groups and understand the difference between right and wrong. Pupils with special educational needs and/or disabilities receive effective support to manage their emotions and take part confidently in school life. The school offers a wide range of experiences, including trips, safety education and sports activities. Leaders use additional funding carefully to make sure disadvantaged pupils can take part fully. Pupils also have opportunities to share their views and take on responsibility, such as through the school council. Staff ensure that pupils understand the importance of respect and tolerance.

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Attendance and behaviour Needs attention

Attendance is a key focus for the school, which is shared by leaders, staff and those responsible for governance. Attendance remains a challenge, especially for pupils who miss school regularly. Leaders have recently put clearer systems in place to spot concerns early and offer better support to families. Leaders understand the reasons why some pupils struggle to attend regularly. Although systems and tracking of pupils' attendance are improving, these changes have not had their full impact.

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Attendance and behaviour Needs attention

Leaders have strengthened the school’s approach to behaviour. Expectations are clear, consistent and based on the school’s values of kindness and resilience. Staff manage behaviour well through positive relationships and clear routines. A structured approach helps staff intervene early and speak with families promptly. As a result, serious behaviour issues are rare and suspensions have reduced significantly. Behaviour around the school is calm and orderly. Pupils understand what good behaviour looks like and increasingly take responsibility for their actions. Staff model calm behaviour, and established routines help pupils stay focused. In the playground, pupils act fairly and show respect. Staff deal quickly and effectively with any incidents, including those involving bullying.

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

Pupils experience a caring and inclusive environment where they feel supported and ready to learn. They enjoy learning across the curriculum and engage positively in lessons. Pupils speak enthusiastically about what they are learning and show curiosity and interest in their work. Staff help pupils effectively to reduce barriers to learning. As a result, pupils achieve well, particularly in reading and mathematics. Disadvantaged pupils achieve consistently strong outcomes by the end of key stage 2.

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

Pupils arrive at school confidently and enjoy warm, familiar welcomes from staff. They value the personal greetings they receive each morning and settle quickly into established routines. This supports smooth transitions throughout the day and helps create a calm, orderly and purposeful atmosphere. Pupils benefit from strong, trusting relationships with adults who know them well. They feel recognised, valued and secure. Parents and carers also feel welcomed and listened to, strengthening pupils’ sense of belonging and safety. Any concerns are dealt with swiftly and effectively.

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

Pupils value the wide range of experiences that support their personal development, including educational visits, clubs and special events. Through roles such as school councillors, house captains, reading ambassadors and play leaders, pupils build confidence, contribute positively to school life and develop an understanding of democracy.

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

Pupils behave consistently well. They listen attentively, work productively and understand what good behaviour looks like. Pupils say expectations are fair and that adults help them make positive choices and show kindness to others. Suspensions are used sensitively as part of a wider support approach and have reduced significantly. While attendance remains a challenge for some pupils, systems and support are improving. Pupils show tolerance, kindness and respect for difference, and demonstrate a growing understanding of equality and fairness. As a result, pupils are well prepared for the next stage of education and life in modern Britain.

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Next steps

Leaders should continue to work closely with families to improve attendance, particularly for pupils who are persistently absent, so that pupils benefit fully from school. Leaders and those responsible for governance should continue to develop staff expertise so that the curriculum is implemented consistently across the school, with greater rigour and precision in adapting teaching and checking pupils’ understanding.

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About this inspection

The chairs of the board of governors in this school is David Waxler.

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About this inspection

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

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Lead inspector:

Lascelles Haughton, His Majesty's Inspector

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Team inspectors:

Graham Chisnell, Ofsted Inspector Paul Jackson, Ofsted Inspector Kate Fallan, 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?

National average: 272 Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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What does this mean?

The inspectors spoke with a representative of the local authority, the chair and members of the governing body, the headteacher, senior leaders and a range of staff during the inspection. They spoke with pupils to consider their experiences of school.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school does not make use of alternative provision.

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What does this mean?

The school's email address is: sao@ealdham.greenwich.sch.uk

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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. National average: 15%

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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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average

2024/25 (revised) 77% 72% Close to average

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average

2023/24 (final) 78% 72% Close to average

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average

2022/23 (final) 77% 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) 74% 73% Close to average

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average

2022/23 (final) 80% 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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Disadvantaged pupils reaching the expected standard in reading

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

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average

2023/24 (final) 67% 62% 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

2024/25 (revised) 71% 59% Close to average

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average

2023/24 (final) 67% 58% Close to average

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average

2022/23 (final) 66% 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) 59% 59% Close to average

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average

2022/23 (final) 69% 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. 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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Urgent improvement

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

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