St Bede's Catholic Primary School

St Bede's Catholic Primary School

Address: Thornton Road, Clapham Park, London, SW12 0LF Unique reference number (URN): 100631

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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

Across the curriculum, pupils' work shows they build knowledge and skills over time. Pupils develop fluency in reading and writing, and applying these skills to produce high-quality work in a range of subjects. Where needed, pupils are helped to develop or catch up quickly the foundational knowledge or skills they need to be ready for the next steps in education. Pupils develop increasing confidence and accuracy in using technical vocabulary, both in their writing and spoken work. Pupils with barriers to their learning, including those with special educational needs and/or disabilities and those at the early stages of learning to speak English as an additional language, receive the help they need to achieve well.

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Achievement Expected standard

There are currently no published academic outcomes for the school because it amalgamated and became a primary school too recently to have published results in national assessments.

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Attendance and behaviour Expected standard

Leaders have robust systems to check on pupils’ attendance and swiftly follow up any absences. Staff are aware of individual pupils who have challenges to their attendance, including pupils who are disadvantaged, those with special educational needs and/or disabilities and those who are known (or previously known) to children’s social care. Leaders work with families and outside organisations sensitively and productively to intervene and help overcome barriers to pupils' attendance . Leaders’ actions are effective in reducing rates of persistent absence. Pupils’ attendance rates are close to the national average.

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Attendance and behaviour Expected standard

Pupils are well behaved in lessons and around the school. In conversations with each other and the adults, they are typically respectful and polite. They demonstrate patience and understanding, and empathy for others. Pupils know to report any concerns regarding conduct or bullying to staff, who deal with issues effectively.

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Attendance and behaviour Expected standard

Pupils and staff know, understand and follow the school's behaviour policy. Leaders’ records of behaviour enable them to maintain oversight of any patterns of behaviour and identify and respond to emerging concerns swiftly. Leaders provide suitable personalised support for pupils who need extra guidance to manage their emotions and settle to their learning.

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Curriculum and teaching Expected standard

Leaders have developed a broad and well-resourced curriculum that meets the changed context of the school and the addition of pupils in Year 3 to 6. Leaders have ensured that, through the curriculum, the planned sequence of learning enables pupils to build their knowledge, skills and understanding from the early years through to Year 6.

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Curriculum and teaching Expected standard

Teachers are confident to deliver the recently introduced whole-school curriculum. Leaders ensure there is a focus on developing pupils’ reading, writing and mathematics across the curriculum. Teaching staff have secure knowledge of the subjects they teach. They provide clear explanations and use effective subject-specific approaches that make learning successful for pupils. For example, staff encourage pupils to draw on their prior learning in mathematics when carrying out experiments in science.

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Curriculum and teaching Expected standard

On the whole, teachers check pupils' recall and understanding and use the information to plan further learning. They ensure that pupils have regular opportunities to revisit and reinforce prior learning. They identify and address misconceptions and strengthen pupils’ use of subject-specific vocabulary. Generally, staff respond to signs that pupils need more help with their work and guide them thoughtfully through aspects of learning they find more difficult.

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Curriculum and teaching Expected standard

Occasionally, gaps in pupils' learning are not identified and addressed as routinely well, which hinders pupils' progression to more complex concepts.

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Early years Expected standard

Generally, in the well-resourced early years phase, children develop a wide range of knowledge and skills. They interact pleasantly with each other and adults. Children are motivated and show a keen interest in their learning. They occupy themselves independently, work with others to solve problems, and are attentive during teacher-led activities.

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Early years Expected standard

The early years curriculum guides children's learning through to Year 1. Typically, teachers use resources thoughtfully and effectively to consolidate children’s understanding while introducing and practising new knowledge and skills. Staff notice quickly if any child falls behind. They put additional support in place to help children to catch up and keep up with others.

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Early years Expected standard

Speech and language development is prioritised from the Nursery Year onwards. Leaders identify the key vocabulary they expect children to know and remember. Consistent routines and staff’s encouragement enable children to gain confidence in speaking and communicating. Children in the Nursery enjoy songs and rhymes that help them remember important facts.

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Early years Expected standard

The teaching of phonics is well structured. Children in Reception are given time routinely to recall prior learning, before moving on to new sounds. Staff have high expectations for the development of children’s writing. They check that children adopt correct posture for writing, and that they use a proper pencil grip to support them in developing fluent handwriting. Children achieve well from their starting points and are ready for their next steps in Year 1.

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Inclusion Expected standard

Leaders are quick to identify and reduce barriers to pupils' learning and their engagement with school. They ensure that staff are alert to the needs of pupils with special educational needs and/or disabilities (SEND). Leaders with responsibility for inclusion work effectively with external agencies and parents and carers to define the support required to meet pupils' needs. All this helps pupils to achieve well from their starting points. Staff have received training to adapt their teaching to enable pupils with SEND to learn the same curriculum content as their peers. Leaders ensure that, typically, support is tailored to pupils’ individual progression targets, including for pupils with education, health and care plans. Leaders have found that, occasionally, targets lack precision. When this is the case, adaptations are not as precisely focused on pupils' educational needs and the impact of additional support is less secure. Leaders have identified further training for staff to sharpen

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Inclusion Expected standard

Leaders use additional pupil premium funding carefully to support disadvantaged pupils. They provide a range of resources and extra help with learning that is suited to individual pupils' circumstances.

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Inclusion Expected standard

Pupils who are at the earliest stages of learning to speak English receive focused support with English language learning from trained staff. This helps them to settle into school life and learn well.

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Leadership and governance Expected standard

Leaders work hard to form a welcoming school community, bringing together two previously separate infant and junior schools into a united primary school. Working relationships between staff and pupils are caring and supportive. Staff value working here. Leaders have sustained their positivity through considerable changes in recent times.

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Leadership and governance Expected standard

Leaders accurately identify the strengths of the school and priorities for improvement. They have taken appropriate steps to develop the curriculum and its delivery from early years to Year 6. Systems to enable leaders’ oversight of key aspects of the school’s work, such as pupils’ attendance and pastoral care are well established. Leaders are reviewing the efficiency of their record-keeping to ensure that information is consistently accessible and comprehensive.

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Leadership and governance Expected standard

Members of the governing body and the diocese are knowledgeable about the work of the school. They have worked closely with leaders, staff, parents, carers and pupils throughout the formation of this new primary school. They have maintained regular and helpful communication, provided information and support. The governing body knows and fulfils its legal duties. It has well-defined strategies for the growth of the school.

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Leadership and governance Expected standard

Staff feel well supported by leaders, especially in terms of their professional learning opportunities, workload and wellbeing. Leaders are quick to provide additional training in response to school priorities and staff requests. Leaders engage effectively and productively with outside organisations to secure enrichment opportunities for pupils. The school works with other schools to share ideas and practice, for example the effective organisation of mixed-year classes.

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Personal development and wellbeing Expected standard

The school provides a comprehensive programme of personal, health and social education and relationship education that covers all the required themes. Pupils develop an age- appropriate understanding of how to maintain healthy relationships, including online. They understand the importance of consent and speaking out if they feel unsafe. Pupils enjoy participating in a wide range of clubs and enrichment activities. Leaders ensure that all pupils can benefit from extra-curricular activities and have opportunities to broaden their interests beyond the curriculum.

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Personal development and wellbeing Expected standard

Well-selected outings and visits bring the curriculum to life and support pupils' learning and cultural development. Masterclasses at local secondary schools extend pupils learning and help prepare them for the routines and expectations in their next stage in education when they move to secondary school. Visiting speakers and workshops promote pupils' personal and social development, including helping pupils to recognise risk and keep themselves safe.

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Personal development and wellbeing Expected standard

Pupils are encouraged to develop a sense of responsibility. For example, pupil chaplains help teachers in religious education lessons. Prefects act as befrienders to any pupils who would like someone to talk to at playtimes. In these ways, and through endeavours such as fundraising for charity and visits to a local care home, pupils make significant contributions to the school and wider community.

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Personal development and wellbeing Expected standard

Leaders' well-established systems and routines ensure caring, targeted support is readily available for pupils. This includes daily check-ins and support for pupils' emotional wellbeing.

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Personal development and wellbeing Expected standard

The school promotes pupils’ understanding and respect for differences between people, including different faiths and cultures. This helps pupils to be well prepared for life in modern Britain. Pupils speak confidently about everyone having equal rights to learn. Pupils learn about the consequences of stereotyping, racism and discrimination and are very confident that these are not tolerated in their school.

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

Pupils are friendly and caring in this welcoming school community. They are enthusiastic about their learning in different subjects. They feel safe in school. They are confident that staff look out for them, take their concerns seriously and are there to talk to if they have any worries. They attend school regularly.

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

Pupils conduct themselves sensibly around the school. They are respectful and responsive to the expectations of staff. They follow well-established routines readily, such as lining up for prayers at the end of breaktimes. Pupils generally behave well and if there is any bullying or fallings out, staff are quick to help resolve any issues.

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

Pupils interact very positively in lessons and at social times, from the early years onwards. They work well together and support each other’s learning. Pupils are generally very focused on the tasks in hand, making classrooms feel busy and productive. They take pride in their work and achieve well. They are pleased when their work is celebrated in the school's ‘Golden Book’ and showcased in assembly.

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

Pupils with special educational needs and/or disabilities receive extra support tailored to their needs. Pupils are helped to overcome individual challenges and barriers to their learning because staff know pupils well. Pupils frequently participate in educational trips and extra-curricular activities. Leaders ensure all pupils are able to participate in the wide range of opportunities that the school has to offer. Carefully chosen visits to museums and famous landmarks support and reinforce pupils' learning in art, science, history and geography. Pupils develop their talents and deepen their interests by attending extra-curricular clubs, including football and chess. They are keen to take on responsibilities. For example, older pupils volunteer to help the younger ones with reading and at breaktime. Pupils contributed to the development of the school's new behaviour policy and made suggestions for new playground activities and equipment.

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Next steps

Leaders should continue their programme of training and support and ensure that adaptations for pupils with special educational needs and/or disabilities are precisely focused on their needs and have a strong impact on their learning. Leaders should continue to develop the use of checks on pupils' learning to identify quickly where there are gaps in understanding and when pupils are ready to move on to more-complex ideas.

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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, assistant headteacher and other senior leaders during the inspection. Inspectors also spoke with governors including the chair and vice- chair of governors, a representative of the local authority and a representative of the diocese of Lambeth. Inspectors had discussions with staff, pupils and parents.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Roman Catholic religious character.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

The school opened in September 2025, following the amalgamation of St Bernadette Catholic Junior School and St Bede’s Catholic Infant School. The amalgamated school is called St Bede's Catholic Primary School. It caters for pupils aged 3 to 11. The school occupies the site that was previously St Bede's Catholic Infant School.

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About this inspection

The number on roll reported in the 'Facts and figures used on inspection' section below does not accurately reflect the number of pupils who attend this school. At the time of the inspection there were 152 pupils on roll. The school's capacity is 235.

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Team inspectors:

Andrea Bedeau, His Majesty's Inspector Sam Johnson, His Majesty's Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 3 June 2026

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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?

National average: 300 Headteacher: Ewa Ostrynska

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 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 needs support 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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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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