Stillness Infant School

Stillness Infant School

Address: Brockley Rise, Brockley Rise, London, SE23 1NH Unique reference number (URN): 100705

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Safeguarding standards met

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

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How we evaluate safeguarding

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

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How we evaluate safeguarding

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

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Achievement Strong standard

Pupils achieve very well across the curriculum. They secure the foundations that they need for fluent reading. Over time, attainment in the Year 1 phonics screening check has remained above national averages.

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Achievement Strong standard

Pupils are particularly skilled in using the vocabulary they are taught. They confidently incorporate it into their work. For example, they use words such as 'microscopic' instead of 'small' to make their writing more interesting. Pupils produce high-quality work in a broad range of subjects. They remember important information and link it to new ideas. Pupils with special educational needs and/or disabilities and those from disadvantaged backgrounds make rapid progress from their starting points. Gaps in pupils' knowledge are quickly identified, and teachers ensure that there is well-targeted support for pupils to stay on track with their peers. As a result, pupils are very well prepared for the next stage of their education.

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Attendance and behaviour Strong standard

Leaders place a high priority on attendance. Overall attendance has remained above the national average over time. Leaders analyse attendance information carefully, identifying barriers and acting quickly when pupils need additional support. They work closely with families and external agencies to improve attendance for the small number of pupils who do not attend as well as they should. Leaders' determined approach helps pupils to overcome barriers and attend school regularly.

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Attendance and behaviour Strong standard

Pupils behave in an exemplary fashion. They are polite, respectful and considerate of others. Staff know pupils well and have created an environment where pupils are safe and ready to learn. Warm, encouraging relationships help pupils to develop positive attitudes to learning and to work well with their peers. Playtimes are happy and purposeful. Pupils really enjoy the wide range of activities that help them to develop friendships and social skills. Leaders promote a culture where everyone succeeds together. This helps pupils to show patience, kindness and respect towards each other. Leaders record and analyse the very few incidents of negative behaviour carefully. They provide timely support and respond quickly to any emerging concerns. This includes bullying and discriminatory behaviour, although such incidents are extremely rare.

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Curriculum and teaching Strong standard

Pupils benefit from a well-planned and ambitious curriculum that reflects the important knowledge and skills of different subjects. Leaders regularly review the quality of curriculum and teaching, using their findings to strengthen provision and to ensure that pupils' learning builds securely over time.

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Curriculum and teaching Strong standard

Staff bring a genuine sense of enjoyment to lessons, engaging pupils' curiosity and enthusiasm. Teachers explain new learning clearly and precisely, breaking down knowledge and skills in a way that supports pupils' learning. They check pupils' understanding regularly to identify and correct any misconceptions. Well-chosen resources and practical activities capture pupils' interest and help them to build a deep understanding of key concepts. Teachers' secure subject knowledge helps pupils to deepen their understanding across the curriculum.

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Curriculum and teaching Strong standard

Leaders prioritise high-quality teaching in English and mathematics, ensuring that pupils develop the essential knowledge they need to learn successfully across the curriculum. The teaching of early reading is highly effective. Staff support pupils to build the skills they need to decode unfamiliar words accurately and to develop fluency in their reading. Staff are quick to identify any pupils who find aspects such as handwriting and spelling difficult and put in targeted support to help them catch up quickly. Teachers revisit important ideas for pupils to apply and embed their knowledge. This can be seen in mathematics, for example, which helps pupils to use the best strategies to solve problems.

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Early years Strong standard

Children make an excellent start to school life because leaders have established a highly effective early years provision. They use children's starting points to shape an ambitious curriculum that gives the highest priority to language, communication and early mathematics. Leaders regularly review the quality of the curriculum and teaching. Teachers work skilfully and highly effectively to identify and support pupils who may face barriers to their learning and/or wellbeing.

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Early years Strong standard

The indoor and outdoor learning environments are carefully designed to promote learning across all areas of the curriculum. Children benefit from a wide range of well-chosen learning activities that strengthen their language, early mathematical understanding and wider development. Staff place a firm emphasis on developing children's vocabulary. They introduce new language purposefully and weave it naturally into children's learning. Teachers use practical resources and engaging activities to make learning meaningful. They quickly notice when children need extra encouragement and adapt activities highly effectively so that every child can succeed.

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Early years Strong standard

Children achieve extremely well from their different starting points. Over time, the proportion of children reaching a good level of development is significantly above the national average. Leaders work successfully to ensure that learning builds seamlessly into the next stage of school so that children are well prepared for Year 1.

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Inclusion Strong standard

Leaders have created an inclusive culture where each pupil is known, valued and enabled to succeed. Staff quickly identify pupils who face barriers to their learning or wellbeing, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Specialist training for staff ensures that they are equipped with the skills to support pupils well. They respond quickly and appropriately when pupils need additional help to ensure that they succeed. Leaders regularly check that the carefully implemented support, including adaptations in lessons, is highly effective so that they can refine plans if they need to. Leaders think carefully about the help that will make the most difference to pupils who need it. For example, staff help pupils with SEND feel confident when they join the school through providing extra opportunities to visit learning spaces and meet new staff

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Inclusion Strong standard

The school makes highly effective use of its funding for disadvantaged pupils. Where needed, tailored pastoral support ensures that pupils have timely access to staff who provide suitable emotional support.

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Leadership and governance Strong standard

Leaders sustain high standards across the school. They have an in-depth understanding of the school's strengths and priorities and and take highly effective action to improve pupils' experiences and outcomes. Leaders use their analysis of the school's performance to identify the right priorities and respond quickly when improvement is needed. Their decisions reflect high expectations and the best interests of pupils.

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Leadership and governance Strong standard

The school is now federated in a partnership with a junior school under a single governing board. Leaders are managing this change successfully while maintaining the school's strengths. Governors work across the federation to develop shared approaches that continue to place pupils' needs at the centre of decision-making.

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Leadership and governance Strong standard

Leaders foster a culture of professional learning. They enable staff to develop their expertise through a coherent programme that reflects whole-school priorities and individual development opportunities. Leaders at all levels contribute effectively to school improvement because leaders invest in their professional growth. Staff feel valued and appreciate leaders' consideration of workload and wellbeing.

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Leadership and governance Strong standard

Governors fulfil their statutory responsibilities effectively. They know the school well and provide informed support and appropriate challenge. Through focused visits, for example, they assure themselves that leaders continue to improve outcomes for all pupils, including those who may face barriers to learning or wellbeing. Leaders work constructively with parents and carers, the local authority and other partners to strengthen the school's work. Parents' overwhelmingly positive feedback reflects their confidence in leaders and the quality of the experiences and education that pupils receive.

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Personal development and wellbeing Strong standard

Leaders place personal development at the heart of the school's work. They have a carefully designed curriculum that helps shape respectful and responsible pupils. It ensures that pupils develop the knowledge and skills that they need to stay safe, stay healthy and understand the world around them.

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Personal development and wellbeing Strong standard

Pupils benefit from a diverse range of trips, visitors and wider experiences that broaden their understanding and strengthen classroom learning. Leaders regard these experiences as an entitlement for every pupil. They carefully review participation in the wider offer and remove barriers so that disadvantaged pupils and others who need additional support take part alongside their peers. Staff promote pupils' understanding of social responsibilities, such as caring for the environment and for other people. Every Year 2 pupil takes on an ambassadorial role. This helps them develop responsibility and contribute positively to school life. Events such as 'Disability Awareness Week' give pupils meaningful opportunities to challenge stereotypes and appreciate the experiences of others.

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Personal development and wellbeing Strong standard

Pastoral care is a strength of the school. Staff know pupils well and respond quickly when any pupils need additional support. Leaders work closely with families and other professionals to ensure that pupils receive the right help at the right time. This includes targeted support that helps pupils to mange their feelings confidently during times of change.

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Personal development and wellbeing Strong standard

Pupils gain the knowledge they need to stay safe and make informed choices, including when online. This develops in an age-appropriate way as pupils progress through the school. Over time, pupils build their knowledge of different faiths, cultures and family structures.

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

At Stillness Infant School, pupils thrive in an environment where they are safe, cared for and included. They benefit from highly supportive relationships with staff and their peers. Pupils speak with enthusiasm about their learning and how much fun they have. The school is filled with pupils' high-quality work that celebrates their achievements and creativity.

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

Pupils are committed and curious learners. They confidently articulate their thoughts and ideas to others. This is because they learn and practise using words that help them to express their feelings as well as their learning. Pupils, including those who face any barriers to their learning, achieve very highly across the curriculum. Staff have a thorough understanding of individual needs. They use successful strategies to ensure that pupils overcome any challenges they may face.

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

Pupils rise to the high expectations of how they should treat each other. They understand that some pupils might need extra help with their behaviour. Pupils respect and support this. Bullying is exceptionally rare. Pupils know that staff listen to them and help them if they are worried or upset.

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

A broad offer of trips and visitors to school broadens pupils' experiences beyond the classroom. Pupils develop their skills in creative and performing arts and are proud to share these experiences with parents and carers. Enjoyment is built into lessons as an essential part of encouraging positive attitudes to learning.

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

Pupils engage with the school values that they learn about, such as kindness, curiosity, responsibility and friendship. Pupils talk sensitively about respecting the different religions, types of families and learning needs of others. The school prepares them well for life in modern Britain. For example, all pupils keenly take on their responsibilities as ambassadors to promote important themes such as climate, reading, art and being active.

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Team inspectors:

Ruth Dollner, Ofsted Inspector Brian Oppenheim, 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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Next steps

Leaders should sustain and, where appropriate, refine their purposeful approaches to evaluating their work so that all those involved in leadership, including governors, maintain a sharp understanding of the school’s strengths and areas for development.

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About this inspection

The chair of the board of governors in this school is Gloria Lowe.

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About this inspection

The school is part of a federation called The Stillness Schools 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 as HMIs.

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About this inspection

Inspectors spoke with the co-headteachers, senior school leaders, pupils, staff, parents and carers, members of the governing board and a representative from the local authority.

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About this inspection

This inspection took place on 7 and 8 July 2026.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Co-headteacher: Annie Grimes The inspector(s) used this data during the full inspection on 7 July 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?

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. 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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