St Mary's Lewisham Church of England Primary School

School

Address: 329 Lewisham High Street, London, SE13 6NX Unique reference number (URN): 100730

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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’ achievement reflects consistent progress over time. From the early years, children develop a secure and detailed understanding of early reading, writing and mathematics. Pupils’ work shows positive progress from their individual starting points across subjects. This also includes pupils with special educational needs and/or disabilities and those who may have other potential barriers to learning. Over time, disadvantaged pupils achieve above-average outcomes in national assessments in reading, writing and mathematics. Outcomes for pupils overall are more variable because the school experiences consistently high mobility. Many pupils join mid ‑ year, so they have not been in the school long enough for their progress to be fully reflected in published assessment outcomes.

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Achievement Strong standard

Pupils write with increasing accuracy and apply mathematical concepts with growing independence. They read with confidence and use subject ‑ specific language across the curriculum. Pupils leave very well prepared for their next steps in education. They demonstrate the knowledge, confidence and independence needed to move successfully into the next stage of learning.

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Attendance and behaviour Strong standard

Leaders take a clear and consistent approach to improving attendance. Expectations are communicated well, and positive relationships are established with parents and carers. Leaders work closely with families to remove barriers to attendance and provide help when needed. Attendance for all groups of pupils is close to national averages. Persistent absences are carefully tracked, and leaders work to support families when concerns arise. As a result, persistent absence has decreased after previously being above national figures. The school's continued focus on attendance has led to notably more pupils attending school regularly.

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Attendance and behaviour Strong standard

Behaviours and attitudes to learning are calm, respectful and consistent. Routines are well embedded from the early years. Pupils move sensibly around school. They follow instructions and remain focused during assemblies and learning. Their positive behaviours are also reflected at social times and when pupils interact with each other kindly. Staff model expectations and reinforce what readiness for learning looks like. Behaviour is inclusive and nurturing. Staff make appropriate adjustments for pupils with special educational needs and/or disabilities. Any rare incidents of unacceptable behaviour are reviewed and immediately acted on. Pupils are helped to feel safe, supported and well cared for. As a result, leaders create a positive culture in which pupils demonstrate pride in their community and respect for others.

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Curriculum and teaching Strong standard

Leaders have a clear and detailed understanding of the quality of the curriculum and teaching across the school. The curriculum is ambitious and engaging and meets pupils' needs very well. Leaders have established a curriculum that builds pupils' knowledge consistently over time. Leaders prioritise the development of vocabulary across the curriculum, from the early years through to Year 6. For example, in the Reception Year, children can confidently describe the life cycle of a caterpillar. As pupils move through school, they develop and extend their vocabulary across all subjects.

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Curriculum and teaching Strong standard

Early reading and phonics are taught systematically and with consistency. Books precisely match pupils' reading knowledge. Pupils are confident learners. For example, they successfully complete problem-solving activities using their knowledge and the resources available in the classroom. By the end of key stage 2, teaching ensures that pupils use a breadth of vocabulary accurately. Teachers present information clearly. They make sensible adjustments where appropriate to promote the learning of all pupils, ranging for example, from modified writing books to visual supports.

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Curriculum and teaching Strong standard

Pupils with special educational needs and/or disabilities, and those who need extra help, benefit from timely support. For example, some pupils receive tailored support through games and stories to help their learning in all areas of the curriculum. As a result, pupils achieve very well across the curriculum.

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Early years Strong standard

Leaders design the early years provision carefully. They know children well and respond to individual needs effectively. Resources are well chosen and support learning across all areas of the curriculum.

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Early years Strong standard

The curriculum is ambitious and sequenced well from the 3 ‑ year ‑ old provision to Reception Year. Children build knowledge and skills consistently well over time, learning and applying knowledge through purposeful activities. For example, they develop early mathematics and language skills through role-play, exploring numbers and using new vocabulary with increasing confidence.

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Early years Strong standard

Outdoor learning further enhances the curriculum, including opportunities to explore number, nature and physical development. For example, children learn to work together when planting, solving problems and exploring outdoors. These activities help them to develop confidence, cooperation and the ability to work as part of a team.

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Early years Strong standard

Teaching is purposeful and responsive. Staff model language clearly and introduce new vocabulary during play and routines. In Reception Year, phonics teaching follows a consistent approach. Staff also promote children's early writing development through well- considered and intentional activities.

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Early years Strong standard

Children’s wellbeing is a priority. Inclusive practice ensures that all children access the full curricular offer and that they develop socially and emotionally. As a result, children are well prepared for the next stage of their learning.

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Inclusion Strong standard

Inclusion is central to leaders' high ambitions for all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities. Leaders have developed a warm, inclusive environment. This is underpinned by effective strategies to quickly identify and address barriers to learning as soon as pupils arrive. Adaptations are carefully tailored to support pupils’ learning across the curriculum effectively. As a result, pupils make positive progress from their starting points and are fully engaged in all aspects of school life.

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Inclusion Strong standard

Leaders ensure that staff have the necessary skills and training to support pupils effectively. Pupils benefit from a variety of well-planned interventions that positively impact their learning and development. Leaders' actions ensure that pupils build understanding securely over time. This includes the many pupils who join the school midway through the year, some of whom are new to the country and often at an early stage of speaking English as an additional language.

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Inclusion Strong standard

Leaders make effective use of additional funding to provide proactive, tailored support for disadvantaged pupils. This encourages pupils to engage in opportunities beyond the classroom. The thoughtfully designed curriculum helps to prepare pupils for the next stages of their education. The close collaboration with the community and external professionals further supports the inclusive approaches that benefit pupils.

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Leadership and governance Strong standard

Leaders work closely with governors to create a culture of high expectations and professionalism. This is grounded in a detailed, shared understanding of the school’s effectiveness. Leaders and governors monitor the school’s work closely. They are highly reflective about how they can sustain and build on their work to ensure that pupils' needs are met consistently well. Given the school’s high mobility, published outcomes do not give a complete picture of the progress pupils achieve once they benefit from the school’s teaching and support.

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Leadership and governance Strong standard

Leaders’ actions show a clear impact. They make sure that teaching and the curriculum consistently promote and extend pupils’ learning, with precise support in place for the most vulnerable pupils. Leaders are proud of their school community.

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Leadership and governance Strong standard

Staff wellbeing is a top priority. Leaders foster a strong sense of community, for example, by providing staff lunches and offering dedicated wellbeing time. They thoughtfully consider workload and adapt systems based on staff feedback. Leaders have established a culture of professional learning. Staff are dedicated to continually developing their expertise and benefit from the opportunities the school provides for them to do so.

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Leadership and governance Strong standard

Leaders build positive relationships across the school community. They know pupils and their families well. Leaders maintain a clear focus on providing high-quality provision for disadvantaged pupils, those with special educational needs and/or disabilities and others who may face difficult circumstances.

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Personal development and wellbeing Strong standard

The school places pupils’ personal development and wellbeing at the centre of its work. Leaders ensure that pupils grow into confident, responsible and respectful young people. Staff know pupils well. They create a warm, welcoming and inclusive environment where pupils are helped to feel safe and valued. The school's effective pastoral care is supplemented with support for families where appropriate, including working closely with the local authority when needed.

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Personal development and wellbeing Strong standard

Pupils explore themes such as relationships, changes and safety. Concepts are introduced in the early years and built on as pupils progress through their education. Pupils develop a secure understanding of themselves and others. Younger pupils learn about staying safe, including physical safety, while older pupils revisit this in a sensitive and age ‑ appropriate way. Online safety is taught effectively. Pupils understand how to stay safe and know that they can talk to any adult if they are worried.

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Personal development and wellbeing Strong standard

Pupils develop a secure understanding of the concept of social responsibility. They take part in projects that help them to understand empathy, fairness and the importance of expressing their opinions. For example, they work with community groups on issues such as housing and immigration. This work strengthens their confidence, advocacy skills and understanding of social justice. Pupils in Year 6 have also spoken at City Hall about housing. This helps to develop pupils' understanding of fundamental British values, their self ‑ belief and their ability to influence change. This is further enriched through collaborative work with a school in Ghana.

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Personal development and wellbeing Strong standard

Pupils, including those who are disadvantaged, benefit from a wide range of enrichment opportunities. These include activities such as sailing, museum visits and attending university workshops. There is a broad range of clubs, including choir, coding, art, sports and drama, to nurture pupils' interests. Pupils who may face financial barriers are fully supported to take part, ensuring equal access for all. As a result, pupils develop self ‑ confidence, resilience and a secure sense of belonging.

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

Pupils enjoy coming to this school because they feel safe, cared for, and part of a warm, inclusive community. From the early years onwards, pupils build trusting relationships with staff who know them well. Children in the early years settle quickly and flourish.

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

Pupils embody the school’s values and demonstrate them throughout the school day. Established routines are clear, and learning environments are purposeful. This helps pupils to be curious, engaged and confident learners. Pupils who join mid-year or those who are in the early stages of speaking English as an additional language receive the right support. Those with special educational needs and/or disabilities also benefit from support that is carefully matched to their needs. This helps pupils to achieve well and access all that the school has to offer.

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

Pupils behave positively in lessons and around the school. They play kindly and imaginatively together. Bullying is rare and any issues are dealt with quickly. Pupils learn about children's rights. They understand how to show empathy and become dedicated citizens, both locally and globally. They value opportunities the school provides for them to take action on issues that matter to them.

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

Pupils enjoy their lessons because they know what is expected of them. They are supported effectively in their efforts to succeed. Reading is a particular joy for pupils. They speak

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Team inspectors:

Robin Bosher, Ofsted Inspector Karen Kent, His Majesty's Inspector enthusiastically about their love of books. Pupils also seize opportunities to read a range of texts, such as graphic novels, both in class and around the school grounds. Pupils express confidence when representing the school, for example, by performing in the choir, writing for an audience and participating in mathematics challenges and class spelling bees. Pupils take part in a wide range of experiences that broaden their understanding of the world. They enjoy educational trips and numerous enrichment activities, such as museum visits and university workshops.

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Next steps

Leaders should continue and sustain their work to remove any barriers to learning for pupils new to the school, including ensuring that the impact of this work is reflected in published outcomes over time to the fullest extent possible.

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About this inspection

The chair of the board of governors in this school is Dave Bassford.

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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 headteacher, deputy headteacher, assistant headteacher, the special educational needs and/or disabilities coordinator, the early years leader and members of the governing board during the inspection. Inspectors spoke with pupils, staff, parents and carers. They also considered the responses to Ofsted's surveys.

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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's religious character is Church of England. It is in the Diocese of Southwark. Its last section 48 inspection of Anglican and Methodist schools was in June 2019.

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About this inspection

The school currently makes use of one registered 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

2024/25 (revised) 60% 62% Close to average

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average

2023/24 (final) 67% 61% 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

2023/24 (final) 77% 74% Close to average

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average

2022/23 (final) 72% 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

2024/25 (revised) 70% 72% Close to average

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average

2023/24 (final) 77% 72% Close to average

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average

2022/23 (final) 68% 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

2024/25 (revised) 70% 74% Close to average

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average

2022/23 (final) 76% 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

2024/25 (revised) 55% 47% 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

2024/25 (revised) 60% 63% Close to average

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average

2022/23 (final) 67% 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

2024/25 (revised) 60% 59% Close to average

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average

2022/23 (final) 67% 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

2024/25 (revised) 60% 61% 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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national average

2024/25 (2 term) 4.4% 5.2% Close to average

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national average

2022/23 (3 term) 5.5% 5.9% 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) 13.3% 13.3% Close to average

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national average

2022/23 (3 term) 15.8% 16.2% 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

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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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