Athelney Primary School

Athelney Primary School

Address: Athelney Street, London, SE6 3LD Unique reference number (URN): 100672

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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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Personal development and wellbeing Strong standard

Leaders, staff and governors share a vision of building confident, resilient pupils through a broad range of cultural, sporting, artistic and leadership opportunities. The carefully designed personal development programme takes thoughtful account of the challenges and opportunities provided by life in Lewisham. Pupils understand fundamental British values and can explain how they are part of their lives at school.

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Personal development and wellbeing Strong standard

The personal, social, health and emotional (PSHE) curriculum equips pupils with the knowledge they need to keep themselves safe, maintain positive physical and mental wellbeing, develop healthy relationships and become responsible citizens. The wide range of experiences available to pupils, including leadership opportunities, help pupils to develop confidence, resilience, independence and a sense of responsibility. Pupils enjoy a range of trips, clubs and enrichment activities. The '11 before 11' programme gives them a wide range of experiences before they leave the school. Leadership opportunities are available from Year 1 onwards through roles such as being members of the school's pupil parliament, librarians, swimming ambassadors, prefects and neurodiversity champions. The school removes barriers to participation through free and subsidised clubs, targeted support for vulnerable pupils and careful monitoring of engagement.

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Personal development and wellbeing Strong standard

Pupils' wellbeing is promoted through PSHE, emotional literacy work, pastoral support, physical activity, mental health initiatives and targeted interventions from specialist professionals. Pastoral support for pupils is second to none. Staff show how much they care about pupils with every interaction. As a result, pupils are confident, respectful, refreshingly honest and transparent. Pupils have a great sense of fun. They enjoy a chat and a joke with visitors, who they welcome with kindness and respect.

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Curriculum and teaching Expected standard

The broad, rich curriculum is well embedded. Leaders have an accurate view of the curriculum and quality of teaching and have identified the right priorities to improve teaching further. Their work to enhance writing and mathematics provision has paid off and is having a positive impact on teaching and pupils' achievement. As a result of leaders’ sharp and successful focus on improving teaching, pupils' needs, including those with special educational needs and/or disabilities (SEND), are generally well met. At times, however, teaching could build more effectively on pupils’ prior learning so that misconceptions or gaps in learning are followed up swiftly and fully.

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Curriculum and teaching Expected standard

Leaders make sure that the curriculum is responsive to the needs of the school community and reflects the local context, ensuring that learning is relevant and meaningful for pupils. Pupils enjoy the broad range of enrichment opportunities which enhance the curriculum, such as cultural experiences and community engagement activities. Leaders have ensured that the curriculum is inclusive and accessible to all pupils, including those who are disadvantaged or those with SEND. Phonics, reading and pupils' foundational skills in mathematics and writing are given the highest priority. Pupils enjoy visiting the beautiful library and this helps to develop their love of reading.

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Early years Expected standard

Children get off to a very positive start to school life in the early years. This includes 2-year- olds, who enjoy being part of the purposeful, caring, happy learning community. The provision is carefully thought out to make sure that children have positive experiences and enjoy their learning, and that they make progress within all areas of learning. Children move freely between different areas and routines are well established, ensuring children quickly develop independence. Children make swift progress in their communication, language, early reading, mathematics and writing skills through purposeful adult interactions, direct teaching and opportunities to apply their learning within the range of activities on offer inside and outside the classroom.

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Early years Expected standard

Children demonstrate positive attitudes and well-developed personal and social skills. The learning environment promotes children's curiosity and sustained involvement, with children exploring and investigating confidently. Children who join the school during the year are assessed promptly and supported effectively to access the curriculum and to make progress. Children with special educational needs and/or disabilities flourish because of the strong pastoral support and thoughtful teaching that they receive. Carefully designed transition arrangements ensure that children are ready to benefit from the Year 1 curriculum.

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Inclusion Expected standard

This is an inclusive school which has been awarded a nationally recognised quality mark for inclusion. Leaders work with passion, commitment and collaboration to do the very best they can for all pupils. As one leader put it, ‘once they’re here, they’re ours’. Leaders understand pupils’ needs and have high expectations for what they can achieve. Pupils' needs are generally met and, as a result, any lower achievement over time is improving. Pupils feel respected and valued. They recognise their teachers' efforts to help them understand different cultures and lifestyles. Pupils develop a great sense of belonging to the school.

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Inclusion Expected standard

Pupils with special educational needs and/or disabilities and those who are vulnerable in other ways are supported effectively through tailored adaptations and targeted support. The pupils in the specialist resourced provision thrive because of the care and skilled teaching that they receive. The inclusive culture of the school is reflected in pupils' interactions. They play and work together positively, show respect for one another, negotiate well, take turns, and resolve any minor disagreements maturely.

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Inclusion Expected standard

Leaders are relentless in their commitment to provide support for pupils who are known to social care and their families. They draw appropriately on external support and work with external services to make sure that pupils get the very best support they can. Leaders and governors use funding to support disadvantaged pupils appropriately. The impact of this can be seen in disadvantaged pupils’ improved achievement.

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Leadership and governance Expected standard

Leaders and governors have a precise and accurate view of the school’s strengths and areas for development. They are role models for pupils. They embody the schools' values of respect, resilience, responsibility, confidence and collaboration. They have created a community which feels like a family. Leaders at all levels are reflective and evaluative. They are constantly in pursuit of strategies and actions to improve the experiences pupils have in the school, and to tackle lower attendance. They work very effectively together and have a shared vision and high aspirations for pupils at Athelney.

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Leadership and governance Expected standard

Teachers are proud to work at the school. They rarely leave. They feel very well supported by leaders with their workload and wellbeing. They say that pupils are at the heart of leaders’ decisions and they respect this enormously. Leaders make sure that staff receive effective professional development to enhance their skills. Senior leaders support development work across the federation. The collaboration between the 2 schools leads to continual reflection and improvement among staff. The way that leaders work to make sure that the school is as inclusive as possible is a strength.

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Leadership and governance Expected standard

Governors are highly skilled professionals who challenge and support the work of the school in equal measure. They fulfil all of their statutory duties effectively. Leaders' actions to improve pupils' achievement and attendance are having a clear impact. They recognise that there is more to do to build on these improvements to ensure that they are sustained over time. Most parents speak highly of the school.

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Achievement Needs attention

Over time, pupils’ attainment in reading, writing and mathematics at the end of key stage 2 has been well below the standards seen nationally. The number of pupils achieving the expected standard in the phonics check at the end of Year 1 has been below average. Some pupils across the school continue to have gaps in their learning. Some misconceptions persist in pupils’ work where they are not identified and addressed fully.

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Achievement Needs attention

However, leaders' actions to improve teaching are having a clear impact on current pupils' learning. Pupils across the school generally demonstrate secure knowledge and skills in reading, writing and mathematics and apply these confidently in lessons and in their work. The oldest pupils are typically well prepared for the move to secondary education. Pupils with special educational needs and/or disabilities (SEND) make steady progress through the curriculum from their different starting points. The achievement of disadvantaged pupils is improving because of well-targeted funding to support teachers' professional development.

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Attendance and behaviour Needs attention

Leaders, governors and staff have an absolute priority in improving pupils' attendance. However, too many pupils currently miss too many days of school. Many pupils in the school have a wide range of complex barriers to coming to school regularly. Leaders have a meticulous approach to analysing attendance information. They know every pupil's circumstances and they are relentless in tracking and supporting improved attendance. Leaders adapt their approaches to support individual pupils effectively. Leaders have high expectations for attendance, and actions they have put in place are reducing absence for groups and individuals. However, this has not yet been sustained over time.

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Attendance and behaviour Needs attention

Pupils are clear about expectations for behaviour and understand the school's systems and routines. Pupils behave very well in lessons and at social times. Pupils show very positive attitudes towards learning, towards their teachers and towards each other. Positive relationships between staff and pupils support a purposeful learning culture and a thriving, nurturing community. Bullying, along with any form of discrimination, is not tolerated and pupils are rightly confident that staff sort it out sensitively and effectively if it happens.

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

Pupils arrive at school very keen and enthusiastic to start their day. They love their school. As one pupil put it, it’s ‘simply perfect'. Staff care deeply about pupils and welcome them warmly. Pupils feel safe and cared for and that they really belong at Athelney. The day starts calmly. Pupils with special educational needs and/or disabilities are given time and space to settle into learning. The learning environments are spacious and enhance the broader curriculum on offer, with gardens, play areas and science-focused areas that entice pupils to learn. Pupils behave well in and around the school and have positive attitudes to learning. They are polite and welcoming, and have a great sense of fun. Pupils are rightly confident that any bullying is sorted out quickly and effectively.

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

Pupils, including those who face additional barriers to their learning, learn a broad, rich and interesting curriculum where reading is a given the highest priority. Pupils leaving the school at the end of key stage 2 have not achieved well in the past. Although current pupils' achievement is improving, it is sometimes hampered by levels of attendance that are not high enough. Although rates of attendance are rising, too many pupils still miss too many days of school. Most parents and carers speak highly of the school. Some say the school has changed their children's lives for the better.

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Next steps

Leaders should continue to embed the strategies which have led to recent successes in improving attendance, so that attendance continues to improve and is sustained over time. Leaders should continue to raise pupils' achievement further, so that it is reflected in the outcomes of national tests, by further strengthening how pupils' misconceptions or gaps in learning are addressed swiftly and fully.

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Team inspectors:

Pamela Fearnley, Ofsted Inspector Edison David, Ofsted Inspector Diana Valcheva, Ofsted 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 23 June 2026

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About this inspection

The school is part of the King Alfred Federation.

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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 at HMIs.

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About this inspection

Inspectors spoke with the executive headteacher, the head of the federation, senior and middle leaders, governors, staff, pupils, parents and carers.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

A specialist resourced provision for pupils with special educational needs and/or disabilities caters for 18 pupils with autism.

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About this inspection

The school does not currently use any alternative provision.

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About this inspection

Kathryn Wong is the executive headteacher at Athelney Primary School.

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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 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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What does this mean?

The type of Special Educational Needs provision provided at the school (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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average

2024/25 (final) 41% 47% Close to average

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average

2023/24 (final) 37% 46% 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 (final) 59% 63% 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

2023/24 (final) 53% 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 (final) 66% 61% Close to average

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average

2023/24 (final) 50% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

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

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Exceptional

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

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Strong standard

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

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

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

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Urgent improvement

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

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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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