St Andrew's and St Mark's CofE Junior School

St Andrew's and St Mark's CofE Junior School

Address: Maple Road, St Andrew's & St Mark's Junior Sch, Surbiton, Surrey, KT6 4AL Unique reference number (URN): 102588

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

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

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Strong standard

Throughout the school, leaders ensure that pupils’ progress from their different starting points is consistently positive. The progress of disadvantaged pupils and those with special educational needs and/or disabilities is just as positive as their peers because they benefit from a curriculum that is both ambitious and refined to meet their specific needs.

p.2

Achievement Strong standard

Pupils consistently achieve highly across a wide range of subjects. They speak confidently about what they have learned and remember this knowledge over time. For example, in history, pupils recall their previous learning in detail, such as how and why the Roman Empire changed Britain.

p.2

Achievement Strong standard

From the start, pupils build very secure foundations in reading, writing and mathematics. By the end of Year 6, pupils’ combined outcomes in national assessments for these subjects are above the national average. Disadvantaged pupils also achieve well. Leaders are sharply focused on raising these pupils' achievement even further, especially, for instance, in mathematics. By the time pupils leave the school, they are very well prepared for the next stage of their education.

p.2

Attendance and behaviour Strong standard

Attendance is above the national average and improving further year on year. Leaders are tenacious in ensuring that pupils attend regularly. If a pupil’s attendance falls below expectations, leaders take swift, targeted action and work closely with families to reduce barriers. This includes pupils with medical needs, pupils with special educational needs and/or disabilities and disadvantaged pupils. As a result, attendance continues to improve very well for all groups of pupils.

p.2

Attendance and behaviour Strong standard

Pupils behave extremely well, both in classrooms and in the playground. They are friendly, polite, kind and courteous. Their interactions with peers and adults are consistently warm and respectful. Pupils settle quickly to learning and take pride in their work. Bullying and any form of discrimination are rare. When incidents do occur, leaders deal with them quickly and effectively. As a result, pupils are confident that adults will help them. Staff make thoughtful and considered adjustments for pupils, who need extra support to meet leaders' high expectations for behaviour. This support is successful and makes the difference it needs to.

p.2

Curriculum and teaching Strong standard

The school’s curriculum is ambitious and broad. Leaders have designed each subject carefully, sequencing new content so that teaching consistently builds on what pupils already know. Leaders' well-developed understanding of the curriculum and the quality of teaching supports their ongoing work to further strengthen the effectiveness of the school's provision. For example, leaders hone their curriculum thinking to ensure that learning meets the needs of all pupils. Reading sits at the heart of the curriculum. Staff quickly identify any gaps in pupils’ phonics knowledge and take prompt action to close them. They use the same effective approach in developing pupils' foundational knowledge in handwriting, spelling and mathematics.

p.2

Curriculum and teaching Strong standard

Leaders provide high-quality training so that teachers continue to develop their expertise. Teachers know their subjects and present information clearly. Teachers are highly effective at asking questions, explaining ideas and showing pupils how to approach and solve problems. Staff check pupils’ understanding routinely and modify their teaching appropriately in response.

p.3

Curriculum and teaching Strong standard

Teachers adapt the curriculum and resources skilfully to meet pupils’ individual needs. This includes making effective adaptations for disadvantaged pupils and pupils with special educational needs and/or disabilities. As a result, pupils have the support they need to complete challenging work confidently. Pupils with the most complex barriers to learning receive precisely targeted support, including, for example, through small-group teaching.

p.3

Inclusion Strong standard

Leaders have established an inclusive culture in which every pupil is supported to achieve highly. Staff assess pupils’ needs as soon as they join the school. Working closely with families and external professionals, staff quickly and accurately identify which pupils face additional barriers to their learning. Leaders then put precise, targeted support in place. For example, teachers expertly adapt their questioning and language for disadvantaged pupils and pupils with special educational needs and/or disabilities. This builds both pupils' confidence and their vocabulary. In classrooms, teachers and support staff are skilled in guiding pupils to understand and apply demanding subject content. Staff know exactly when to step in and when to step back, so pupils complete their work with increasing independence.

p.3

Inclusion Strong standard

Leaders check the impact of the support that pupils receive. If a pupil’s progress is not as positive as the school expects, leaders quickly adjust the provision that is in place. Pupils who face other barriers to their learning, such as those who are known or previously known to social care, receive the same careful attention and support for their wellbeing and academic progress.

p.3

Inclusion Strong standard

Leaders use additional funding well. Disadvantaged pupils receive the support they need to make progress alongside their peers and take part fully in the wider curricular offer, such as after-school clubs and educational visits. As a result, these pupils thrive.

p.3

Leadership and governance Strong standard

Leaders have a deep and thorough knowledge of the families and community that the school serves. They use robust systems to identify what is working well, including for vulnerable pupils, and where practice needs to strengthen still further. Leaders select improvement priorities carefully. They pursue them with clarity and determination.

p.3

Leadership and governance Strong standard

Leaders listen to staff's view. They take staff wellbeing and workload seriously, reducing unnecessary tasks and giving teachers the time they need to do their jobs well. As a result, staff feel valued and supported. Staff at all levels benefit from high-quality training. Teachers in the early stages of their careers receive personalised support that continually improves their classroom practice. Leaders prioritise work to ensure that staff are supported to develop and progress their careers. They are rightly proud of the work they do to foster and grow teachers’ professional expertise over time.

p.3

Leadership and governance Strong standard

The governing body is knowledgeable, committed and deeply invested in the school’s success. Governors bring a wealth of knowledge and expertise to their roles. They provide leaders with meaningful support and robust challenge. Governors fulfil their legal duties. They are meticulous in ensuring that additional funding is used in ways that directly benefit disadvantaged pupils. Through regular visits and focused discussions, governors maintain a clear understanding of leaders’ work and its impact on pupils.

p.4

Personal development and wellbeing Strong standard

Leaders place the school's aim of living ‘life in all its fullness’ at the heart of the personal development programme. Every pupil feels known, valued and included and this is reflected in the wider curriculum and experiences that the school offers.

p.4

Personal development and wellbeing Strong standard

Pupils develop a clear understanding of difference and diversity in modern Britain. They learn what it means to behave with integrity and put this into practice. For example, older pupils speak with maturity about how people's brains can work in different ways, saying that ‘everyone is different’. As pupils move through the school, their knowledge of fundamental British values and the experiences and beliefs of others deepens progressively. Pupils make thoughtful links between this knowledge and the school’s values. This culture of mutual respect shapes how pupils treat one another.

p.4

Personal development and wellbeing Strong standard

Leaders have ensured that the programme for relationships and sex education and health education is carefully sequenced and age-appropriate. Staff teach it with skill and tact, meeting the needs of all pupils. As a result, pupils gain the knowledge they need to stay safe, both online and offline. For those pupils with the most complex communication needs, leaders provide effective additional support, including, for example, personalised resources and one-to-one lessons. As a result, nobody misses out on this key learning.

p.4

Personal development and wellbeing Strong standard

Opportunities for pupils to shape wider school life are numerous. Pupils in every class stand for election to the school’s pupil parliament. Members of the pupil parliament, known as MPs, serve on committees covering areas, such as wellbeing, advocacy, environment and learning. Other leadership roles include peer mediators, sports leaders and librarians. These opportunities give pupils a genuine voice in their experiences of school and teach them how democracy works in practice.

p.4

Personal development and wellbeing Strong standard

Pastoral support is responsive to individual pupil needs. For example, 'calm club' offers pupils space and time away from the playground, while the 'spiritual garden' provides a place for quiet reflection. Pupils make excellent use of these provisions. Pupils, and their parents and carers, speak highly of the school and the positive difference the pastoral support has on their children.

p.4

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

Guided by the school's vision of ‘life in all its fullness’, pupils at St Andrew’s and St Mark’s flourish. They are proud of its values, which are not just taught but lived by everyone. Pupils attend regularly. If attendance begins to slip, staff and families work together to put it right. Pupils feel they belong from the moment they arrive each morning. The school's caring and friendly atmosphere is central to pupils' strong sense of belonging. For example, staff greet every pupil by their name and pupils relish their daily walk in the playground, which gives them time to catch up with friends.

p.5

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

Pupils enjoy their learning. They are motivated by skilled teachers, an exciting curriculum and thoughtful rewards, such as 'value points' and 'good work bags'. Staff know pupils well and quickly remove any barriers to their learning. This includes for pupils with special educational needs and/or disabilities and disadvantaged pupils. Across subjects and year groups, pupils' achievement is high.

p.5

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

Pupils behave well in lessons, at lunchtime and on the playground. They are kind to one another and treat adults with respect. Pupils feel safe. Bullying is rare. Pupils trust staff to deal with bullying when it happens. Pupils appreciate the different ways that they can ask for help, including, for instance, an electronic messaging system that lets pupils share their worries at the start of the day and after lunch. Pupils who feel upset or are finding behaviour difficult benefit from personalised pastoral guidance. This includes, for instance, being offered ‘time in’ with a member of staff.

p.5

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

Pupils take part in a rich range of clubs, trips and leadership roles that extend the school’s curriculum beyond the academic. As a result of the school's provision, by the time pupils leave in Year 6, they are very well prepared for the next stage of their education.

p.5

Next steps

Leaders should continue to build on their effective work to further improve the attendance of all pupils, especially those who are disadvantaged. Leaders should continue their successful strategies to ensure that disadvantaged pupils achieve well in mathematics.

p.5

About this inspection

The acting chair of the board of governors in this school is Joy Aboim.

p.5

About this inspection

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

p.5

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.

p.5

Team inspectors:

Paul Robinson, Ofsted Inspector Sam Carnegie, His Majesty's Inspector

p.6

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.

p.6

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.

p.6

School capacity

Inspectors spoke with the headteacher, deputy headteacher, the special educational needs and/or disabilities coordinator, staff members, a local authority representative, a representative from the diocese and members of the governing body during the inspection. Inspectors also spoke to pupils and parents and carers.

p.6

School capacity

The inspectors confirmed the following information about the school:

p.6

School capacity

This school is registered as having a Christian religious character. It is in the Diocese of Southwark. Its last section 48 inspection was in October 2017.

p.6

School capacity

The school does not make use of alternative provision.

p.6

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.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

p.7

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.

p.7

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.7

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.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.8

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.

p.8

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.8

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.9

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.

p.9

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

average

2024/25 (revised) 54% 47% Close to average

p.10

average

2022/23 (final) 38% 44% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

average

2024/25 (revised) 69% 63% Close to average

p.10

average

2022/23 (final) 69% 60% Close to average

p.10

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.10

average

2024/25 (revised) 62% 59% Close to average

p.10

average

2023/24 (final) 68% 58% Close to average

p.10

national average

2022/23 (final) 69% 58% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2024/25 (revised) 54% 61% Close to average

p.11

average

2023/24 (final) 58% 59% Close to average

p.11

average

2022/23 (final) 54% 59% Close to average

p.11

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.

p.11

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.11

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.12

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.

p.13

Persistent absence

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

p.13

national average

2022/23 (3 term) 13.2% 16.2% Close to average

p.13

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

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.

p.14

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.14

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.14

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.

p.14

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.14

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.14

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.14

Urgent improvement

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

p.14