St Mary's CofE Primary School

St Mary's CofE Primary School

Address: Dollis Park, Finchley, London, N3 1BT Unique reference number (URN): 101323

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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

Leaders ensure that pupils build secure foundations in reading, writing and mathematics. As a result, published outcomes in national assessments at the end of key stage 2 have been above national averages over time. This reflects pupils’ sustained progress and detailed understanding in these subjects. Pupils also apply what they know with increasing confidence and fluency, which helps them to access the wider curriculum. For example, pupils use their reading and writing skills with increasing independence in English and across other areas of the curriculum. In mathematics, pupils explain their reasoning with clarity and precision. For example, pupils clearly articulate the steps they take to solve calculations using fractions.

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Achievement Strong standard

Across other curriculum subjects, pupils talk confidently about their learning and use their knowledge to produce high-quality work. Pupils with special educational needs and/or disabilities make positive progress from their starting points because support is precise and well matched to their barriers to learning. As a result, they are very well prepared for the next stage of their education.

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Curriculum and teaching Strong standard

The school has an ambitious, broad and balanced curriculum that builds pupils’ knowledge, language and skills across subjects. Leaders sequence learning with precision and ensure that teachers have the subject knowledge needed to teach the curriculum accurately and consistently well.

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Curriculum and teaching Strong standard

Reading is a clear priority. Phonics is taught in a systematic and precise way. Regular checks on learning help staff to identify pupils who need extra practice. Timely, targeted extra support and practice helps these pupils to keep up. Teaching also consistently promotes pupils' vocabulary development. Pupils are supported to use subject ‑ specific language with accuracy and confidence.

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Curriculum and teaching Strong standard

Mathematics is taught in a well ‑ sequenced way that helps pupils build secure and detailed understanding over time. Teachers check pupils’ understanding carefully and use effective approaches to help pupils to explain and deepen their thinking. Teachers quickly identify and correct any misunderstandings. This means that pupils build a secure and confident understanding.

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Curriculum and teaching Strong standard

Teaching across subjects includes carefully designed opportunities for pupils to discuss and reflect on their learning. For example, in science, pupils recall what they have learned to explain how plants grow from seeds and develop different types of roots.

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Curriculum and teaching Strong standard

When teaching the curriculum, staff consider thoughtfully the needs of pupils with special educational needs and/or disabilities or other barriers. Teachers carefully refine support so that pupils benefit from the precise help they need while developing independence. As a result, pupils are very well prepared for the next stage of their learning.

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Early years Strong standard

Leaders have a clear understanding of the quality of the early years provision and how well it meets children’s needs. They adapt the curriculum carefully to reflect the changing needs of the children who attend. This includes the growing number of children who speak English as an additional language and children with more complex barriers to their learning. For example, the curriculum's increased focus on language development, independence and wellbeing has further strengthened the school's approaches to ensuring that all children flourish in their learning.

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Early years Strong standard

Teaching prioritises early reading, writing and mathematics. This is supported through staff's high ‑ quality interactions with children and a focus on language development from the start of Nursery. Staff introduce new vocabulary carefully so that children can use words in meaningful contexts. Early mathematics development is embedded through regular practice of key concepts such as counting and repeating patterns. High ‑ quality texts are woven through the curriculum to promote children's language and understanding. This helps children build the knowledge and skills they need for their next steps.

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Early years Strong standard

Routines and expectations are well established. Children settle quickly, listen attentively and work cooperatively. They show independence and focus across all areas of learning. Children make positive progress from their starting points. Staff identify precisely what children need to learn next, including for children with special educational needs and/or disabilities. This ensures that support is well matched to children's needs. Children are very well prepared for their transition to Year 1.

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Inclusion Strong standard

Leaders shape the special educational needs and/or disabilities (SEND) provision so that it reflects pupils’ changing needs. The school identifies pupils’ needs accurately and acts quickly to reduce barriers to learning. Staff design support that enables pupils to learn confidently alongside their classmates. Pupils with more complex barriers to their learning follow personalised programmes that match their individual priorities. As a result, pupils with SEND make consistently secure progress from their starting points.

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Inclusion Strong standard

Staff know pupils well and are skilled at using a range of tailored approaches. These include, for instance, individual support, visual prompts, short movement or calming breaks, and resources that help pupils to focus. These strategies help pupils to take part in lessons with success and develop confidence and independence.

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Inclusion Strong standard

Leaders work closely with external professionals to provide therapeutic and wellbeing support matched carefully to the needs and circumstances of pupils and families. This integrated approach strengthens the school's effective work to maintain highly inclusive provision. Pastoral support is also woven through all aspects of the school’s work and its impact is monitored carefully by leaders.

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Inclusion Strong standard

The school uses additional funding well to provide targeted help for pupils who face barriers to learning. This includes academic support as well as support with wider opportunities such as enrichment, music and after ‑ school provision. Leaders ensure that pupils receive the right support at the right time so they can take part fully in school life.

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Leadership and governance Strong standard

Leaders have a clear and accurate understanding of the school’s strengths and priorities. They make decisions in the best interests of all pupils, particularly for pupils who are disadvantaged or for those with special educational needs and/or disabilities. Leaders identify the right actions for improvement and monitor the impact of these actions carefully. For example, they are taking decisive action to ensure that routines and expectations to support behaviour are fully embedded. Although this work is still ongoing, leaders' actions are already having a positive effect.

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Leadership and governance Strong standard

Staff feel well supported. Leaders prioritise staff professional development, workload and wellbeing. Staff value the open communication and practical support they receive. Leaders provide targeted training and support so that staff have the knowledge and confidence to meet pupils’ needs effectively.

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Leadership and governance Strong standard

The governing body provides strategic oversight and meets their statutory duties effectively. It engages closely with school life and understands the school’s context well. Through balanced support and challenge, governors hold leaders to account for the quality of education, pupils’ wellbeing and the school’s improvement priorities. Governors monitor progress carefully and ensure that decisions are made in the best interests of pupils.

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Leadership and governance Strong standard

Leaders maintain positive relationships with parents and carers, external professionals and the wider community. They work collaboratively to ensure that pupils receive the right support at the right time. As a result, the school upholds high expectations for all pupils, including those with barriers to learning.

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Personal development and wellbeing Strong standard

A holistic approach to pupils’ development underpins the school’s work and ensures that pupils flourish academically, socially and emotionally. The school provides a rich and thoughtfully designed personal development offer that reflects its vision and values. Leaders shape the programme with clarity and purpose, ensuring it meets pupils’ needs and supports their wider development.

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Personal development and wellbeing Strong standard

The school's 'Big Ideas' are woven through subjects, helping pupils connect their learning with the school’s values. Pupils learn about safety, wellbeing, healthy relationships and citizenship through an age ‑ appropriate personal, social and health education curriculum that responds to the needs of the school community. Leaders work closely with external professionals and parents and carers so that sensitive content is taught with care and accuracy, including content related to online and offline risks to pupils’ wellbeing. This is complemented by whole ‑ school approaches, themed weeks and checks on pupils’ understanding to reinforce key messages and help staff tailor support.

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Personal development and wellbeing Strong standard

Pupils take on meaningful leadership roles, including, for instance, as digital leaders and sports leaders. These help pupils to contribute positively to the school community. Calm spaces, such as the reflection area, and access to trusted adults provide support for pupils

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Expected standard

who need help managing their emotions. Such approaches help these pupils to feel secure and understood.

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Expected standard

Enrichment opportunities are extensive and inclusive. Pupils access a wide range of clubs, educational trips and opportunities, including in music, sport, debating and the arts. The school makes sure that there is high participation from disadvantaged pupils and those with special educational needs and/or disabilities. All pupils learn a musical instrument, take part in debating and have opportunities for leadership. This builds their confidence and communication skills. The carefully designed ‘50 Things to do before you leave St Mary’s’ further broadens pupils' experiences and encourages curiosity and ambition.

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Expected standard

Pupils learn about fundamental British Values, diversity and a range of perspectives and culture. This helps them to develop empathy, respect and an understanding of the wider world. Pupils are confident, articulate and well prepared for the next stage of their education.

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Attendance and behaviour Expected standard

Attendance over time remains above national averages for all groups of pupils. This demonstrates the impact of leaders’ work, especially the effective support provided to the high numbers of pupils who join the school part way through their education. Leaders implement a clear and ambitious strategy for attendance. They monitor attendance closely and act promptly to support pupils and families if concerns emerge. Leaders also work effectively with external professionals so that families receive the right help and any barriers to attendance are addressed quickly. This ensures that positive attendance patterns are sustained, including for pupils who face additional challenges.

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Attendance and behaviour Expected standard

Routines at the start of the day are well established, creating a calm and purposeful start to learning. Pupils enter school sensibly and settle quickly. They speak confidently about friendships, play opportunities and who they can go to for help. Leaders set and model clear expectations and provide timely, well ‑ matched support for pupils who need help with behaviour or managing their emotions. Staff address any concerns about bullying or unkind behaviour promptly and consistently. As a result, pupils say that staff help them to feel safe. On occasion, the school's routines and expectations to promote pupils’ readiness for learning are not embedded consistently. Leaders are taking timely action to ensure that all pupils consistently secure the habits needed to support positive behaviour and attitudes.

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

Pupils are welcomed each morning by warm, nurturing staff. Pupils walk in calmly and settle quickly to their routines. Children in the early years also settle quickly into school life and grow in confidence. Pupils say they feel safe in school. They know who to talk to if they have a worry and value how staff always help them. Pupils enjoy their learning and speak confidently about their experiences of wider school life. For example, they talk with enthusiasm about choosing books in the library, using the school's information and communication technology suite or joining clubs in the hall. They also value calm spaces such as the reflection area, where they can share their feelings or write a note to help them manage their emotions. Across the school, pupils benefit from being taught strategies to help them recognise and manage their emotions.

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

Pupils behave well and are proud of their school. They develop positive friendships and say that any fallouts are sorted quickly. They enjoy the range of games and spaces at playtime and feel included in all aspects of school life. Pupils say that staff deal with any unkind incidents quickly and fairly. Pupils understand the school’s routines and expectations. These are becoming increasingly consistent across the day to help pupils feel ready to learn. Pupils who join mid ‑ year are welcomed by buddies and are taught the school’s high expectations from the beginning.

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

Pupils achieve well across the curriculum and enjoy talking about what they know and can do. They especially like how teachers help them when they do not understand something. Pupils are supported to link their learning to the school’s 'Big Ideas'. They describe how they show these values in school and beyond, such as helping others or showing kindness in the community. Pupils also take pride in their leadership roles, including house captains and eco warriors. They attend regularly and feel happy and included. Pupils are very well prepared for the next stage of their education.

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Next steps

The school should build on its work to consistently embed routines and expectations to promote pupils’ readiness for learning.

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About this inspection

The chair of the board of governors in this school is Claire Turner.

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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 executive headteacher and other senior leaders during the inspection. They also met with members of the governing body, as well as a representative from the local authority and the diocese. Inspectors spoke with several pupils, staff and parents and carers. They 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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Team inspectors:

Sarah Murphy, His Majesty's Inspector Nick Hitchen, His Majesty's 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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School capacity

There has been additions to the leadership team since the last inspection. One head of school joined in September 2023 and a second head of school joined in January 2024. They now serve as joint heads of school. The inclusion lead joined in September 2025.

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School capacity

The school is registered as having a Church of England religious character. The school's last section 48 statutory inspection of Statutory Inspection of Anglican and Methodist schools was in February 2025.

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School capacity

The school currently uses no alternative provision.

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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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average

2024/25 (final) 67% 61% 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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Urgent improvement

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

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