Our Lady of Victories Catholic Primary School

Our Lady of Victories Catholic Primary School

Address: 1 Clarendon Drive, London, SW15 1AW Unique reference number (URN): 101037

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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 from their starting points. The school’s focus on securing foundational knowledge, particularly in reading and mathematics, supports pupils to build their knowledge effectively over time. Published outcomes in national assessments show that pupils' attainment is significantly above national averages over time. Pupils' achievement in the phonics reading check is particularly strong. Current pupils demonstrate secure knowledge in their work and can recall and apply what they have learned with fluency across different subjects.

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Achievement Strong standard

Pupils with special educational needs and/or disabilities, disadvantaged pupils and those known to children’s social care are supported effectively to access the curriculum and make the same highly positive progress as others. Leaders assess pupils regularly and provide targeted support where gaps are identified.

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Achievement Strong standard

Pupils are very well prepared for the next stage of their education. Older pupils spoke confidently about moving to secondary school and feel that they have a very secure foundation in their learning.

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Attendance and behaviour Strong standard

Overall attendance has been significantly above national averages over time. The school carefully monitors pupil absences for any trends. Prompt actions to improve attendance have a swift impact. The school has strong relationships with parents and families. Leaders are aware that some pupils with special educational needs and/or disabilities or those who are disadvantaged need additional support to attend as well as their peers.

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Attendance and behaviour Strong standard

This is a calm and harmonious school in which pupils of all ages flourish. Pupils demonstrate positive attitudes to learning and respond well to established routines. Behaviour during social times is similarly positive, with pupils reporting that they feel happy and safe. There are very positive relationships between pupils and staff. Pupils work collaboratively and respectfully during lesson activities. Bullying is rare and always acted upon swiftly, if it should occur. Similarly, pupils know that any form of discrimination is unacceptable. Leaders carefully consider support for individual pupils who sometimes need help to self-regulate. They promote positive behaviour and respect at all times. As a result, pupils are consistently polite and courteous.

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Early years Strong standard

Leaders have embedded an ambitious and well-organised early years curriculum. This enables children to successfully develop the foundational knowledge, skills and vocabulary needed for Year 1. Leaders have a strong understanding of children's different developmental starting points, interests and prior experiences.

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Early years Strong standard

High-quality and purposeful interactions by adults systematically extend children's language and thinking. Carefully planned provision across all areas of learning provides regular opportunities for children to apply and consolidate their learning. For example, children confidently recall previously taught letter-sounds during phonics and apply them successfully in their early writing. Staff identify misconceptions promptly and adapt provision to meet children's needs. Children with special educational needs and/or disabilities and those with English as an additional language benefit from learning the same ambitious curriculum as their peers. Adults consistently encourage participation. Children respond quickly to adult direction and demonstrate high levels of self-regulation.

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Early years Strong standard

Children benefit from well-established routines and purposeful learning environments. This means that they become increasingly independent, articulate and engaged learners. Leaders are wholly committed to children's well being and welfare in the early years. Children are making very strong progress from their starting points and are developing the academic, social and emotional foundations needed for the next stage of their education.

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Inclusion Strong standard

Leaders have established a highly inclusive culture in the school. The best interests of the child are at the heart of all decision making. Leaders know pupils and families extremely well. They place a strong emphasis on meeting each pupil's individual needs. This is reflected in the detailed understanding that staff have of pupils’ barriers to learning. This is particularly the case for pupils with special educational needs and/or disabilities (SEND), disadvantaged pupils and those known to children’s social care.

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Inclusion Strong standard

Staff identify the needs of pupils quickly and accurately. Individual support for each pupil is carefully tailored to their needs. Teachers adapt learning so that pupils access the same curriculum as their peers. For example, tasks are carefully broken into manageable steps when needed. Support from staff is sharply focused on promoting pupils' independence. Staff are well trained and play a key role in ensuring that pupils engage and succeed in classroom learning. The effectiveness of leaders' work is enhanced by working with external agencies when appropriate.

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Inclusion Strong standard

Leaders precisely monitor the impact of initiatives and the use of additional funding closely. They work closely with families to ensure that support is joined up and responsive. As a result, pupils with SEND and other vulnerabilities participate fully in school life and make appropriate progress from their starting points.

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Leadership and governance Strong standard

Leaders have a very secure understanding of their school's strengths and areas for development. They use this knowledge to inform their highly astute decision-making which always puts pupils' needs and interests first.

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Leadership and governance Strong standard

Leaders and governors have an accurate and informed understanding of the curriculum and have put in place a range of actions to ensure its consistent implementation across all subjects. They provide opportunities for staff to collaborate with each other to improve the quality of provision further. Leaders are highly dedicated to doing the very best for pupils to maintain high outcomes but equally challenge any gaps in provision. Leaders’ analysis of school performance is accurate and highly detailed. This leads to consistently high outcomes across year groups and published examination results are significantly above the national averages. Governors use their experiences well to support and challenge the school and keep a close eye on staff workload and wellbeing.

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Leadership and governance Strong standard

Staff feel very well supported by leaders and feel that their wellbeing is taken seriously. Leaders use a range of evidence-informed research to ensure their improvement planning is manageable and impactful. High expectations are set by leaders at all times. There is a careful balance of support for staff and professional challenge. As a result, pupils consistently have a positive experience at this school. Parents are overwhelmingly positive about their child’s education.

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Personal development and wellbeing Strong standard

The school has a coherent and well-sequenced programme for pupils’ personal development. The curriculum content is responsive to the school’s context. The religious ethos is threaded creatively across all aspects of school life. There is a very clear focus on the personal, social and emotional development of all pupils. The curriculum helps pupils to understand a rich range of relevant topics, including relationships, mental wellbeing, diversity, citizenship and life in modern Britain. Leaders adapt the programme carefully to reflect pupils’ needs and experiences. For example, pupils learn about online safety, road safety and how to manage risks both in and beyond school. They are supported to understand healthy lifestyles, including through discussions about food, exercise and wellbeing.

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Personal development and wellbeing Strong standard

Pupils benefit from a wide range of opportunities that support their confidence, independence and understanding of the wider world. They take on a variety of leadership roles, including school councillors, prefects, lunchtime leaders and sports leaders. These opportunities enable pupils to take responsibility, support others and contribute meaningfully to the school community. For example, pupils speak with enthusiasm when discussing their work on a range of sustainability projects. Pupils develop a thoughtful understanding of culture and difference. They learn about a range of views and perspectives and speak confidently about respect and diversity. They feel safe and say there is always a member of staff to talk to about any concerns.

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Personal development and wellbeing Strong standard

The school provides a very wide range of enrichment opportunities, including clubs, educational visits and cultural experiences. Pupils value the many sports and creative clubs. They speak positively about visits to museums and art galleries, as well as the many wider opportunities they have for music and performance.

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Personal development and wellbeing Strong standard

Pupils’ behaviour, attitudes and relationships reflect the impact of leaders' work. They are respectful, considerate and confident, demonstrating a strong sense of responsibility, belonging and readiness for life beyond school.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious and broad curriculum that sets out the knowledge pupils need to learn across subjects. They have prioritised the teaching of reading and mathematics to ensure that all pupils can build the secure foundations they need to access the wider curriculum.

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Curriculum and teaching Expected standard

Phonics is taught systematically and pupils develop secure early reading skills. Teachers use clear modelling, questioning and routines to support pupils to build their phonics knowledge over time. Where teaching approaches are more established and embedded, teachers check pupils’ understanding carefully and adapt their teaching to address misconceptions and deepen learning.

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Curriculum and teaching Expected standard

Staff receive regular professional development to support their delivery of the curriculum. This helps staff to understand the curriculum and how to support pupils, including those with SEND, to make progress in their learning. In a few instances across subjects and year groups, teachers do not consistently make the most effective choices about the learning activities. This can result in some lack of pupil focus. There are also occasions when checks on pupils' understanding are not focused firmly on ensuring that pupils fully secure key concepts before moving on. While overall, this variability does not reduce how highly pupils achieve, leaders are determined to embed consistency in teaching and have accurately identified this as a priority for further development.

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

Pupils love being a part of this aspirational and welcoming school. This is reflected in their high attendance and positive attitudes to learning. The school's religious ethos runs across all aspects of school life. Diversity is celebrated and pupils learn how to be responsible and successful citizens in the community.

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

Pupils speak confidently about what they are studying in subjects across the broad and ambitious curriculum. They achieve very well in their national examinations. Pupils are inquisitive and enjoy finding out new things. From the early years, they successfully develop the knowledge and skills they need for the next stage of their education. Pupils benefit from attending such an inclusive and caring school community. Pupils with special educational needs and/or disabilities and disadvantaged pupils are well supported to overcome any barriers they face to learning. Staff make sure that all pupils keep up with learning and address any gaps in understanding quickly.

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

Pupils value the many opportunities to take on leadership roles to shape the school's continued success. They see themselves as role models and take this responsibility seriously. Pupils love the wide range of clubs and other activities on offer. These include many musical and performance opportunities in addition to sports and academic competitions. Pupils behave very well. The school is calm and orderly throughout the day. Pupils understand the school's behaviour policy and why it is important to be kind to others. At social times, pupils play cooperatively and include one another. Pupils feel safe. They say that bullying is rare. Relationships between pupils and staff are mutually respectful.

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

Parents and carers speak very positively about the school’s caring ethos and the way staff know pupils and families so well. They appreciate the school's individual focus on their child's happiness and success.

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Next steps

Leaders should ensure that the ambitious curriculum is implemented consistently well across the wider curriculum and that teachers make highly effective choices about how different learning activities can maximise pupils’ engagement and progress. Leaders should continue promoting their very high expectations of attendance and further reduce instances of non-illness related absences for all groups of pupils.

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About this inspection

The chair of the board of governors in this school is Marie-Laure Parker.

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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, deputy headteacher and other leaders in the school. They also spoke with teachers, support staff, governors and representatives from the Diocese and local authority.

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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 Catholic religious character. It is in the Diocese of Southwark. The last section 48 inspection took place in May 2025.

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About this inspection

The school does currently uses no alternative provision.

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Team inspectors:

Edison David, Ofsted Inspector Seamus Gibbons, 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 14 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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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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average

2023/24 (final) 79% 74% Close to average

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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

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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

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 .

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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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