Elfrida Primary School

Elfrida Primary School

Address: Elfrida Crescent, Bellingham, London, SE6 3EN Unique reference number (URN): 100681

p.1

Safeguarding standards met

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

p.1

How we evaluate safeguarding

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

p.1

How we evaluate safeguarding

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

p.1

Curriculum and teaching Expected standard

Leaders have established an ambitious and well-sequenced curriculum that reflects the community it serves. It clearly identifies the key knowledge and skills pupils need to learn. Leaders have a clear and accurate understanding of how well the curriculum is taught. They have identified the right areas for improvement, and changes they have made are leading to a positive impact on achievement.

p.2

Curriculum and teaching Expected standard

Staff prioritise pupils’ knowledge and skills in reading, early language and mathematical development. They teach phonics systematically and consistently well. Pupils develop a love of reading as they move through the school. The well-presented library and 'book swap' provision support this. Pupils can typically recall prior learning and use subject-specific vocabulary accurately.

p.2

Curriculum and teaching Expected standard

Leaders have been rigorous in their drive to improve teaching and ensure high-quality inclusive practices are in place. Consequently, the curriculum is typically taught well. Staff make appropriate adaptations to support pupils with special educational needs and/or disabilities and those who are disadvantaged. As a result, the achievement of these pupils is improving. Teaching typically builds on pupils' prior knowledge, but this is not always the case. This sometimes means that misconceptions or gaps in knowledge are not addressed. This can impact on the progress some pupils make over time.

p.2

Early years Expected standard

The curriculum is well designed to help children carefully build their knowledge as they move through the early years. Leaders take careful account of children's starting points to make sure that they prioritise the areas of learning that children need the most focus on. Children with special educational needs and/or disabilities and those who are disadvantaged receive appropriate support. Children generally progress well from their starting points.

p.2

Early years Expected standard

Two-year-olds are well integrated and cared for within the nursery provision. Staff are well trained in first aid and paediatric care. There is a nurturing culture evident, with caring relationships underpinning the learning. Children develop independence and the ability to collaborate in their learning and play.

p.2

Early years Expected standard

Staff focus sharply on developing children’s foundational skills in reading, writing and mathematics. They teach phonics well, and most children make steady progress through the programme. Children have many opportunities to apply their skills in the indoor and outdoor learning spaces. Staff choose engaging stories and books to develop a love of reading and bring the curriculum to life. For example, children enthusiastically create rainbow fish as part of their ‘under the sea’ topic.

p.2

Early years Expected standard

Transition arrangements from early years into Year 1 are carefully thought out and ensure that children are ready to experience the curriculum on offer in key stage 1.

p.2

Inclusion Expected standard

Inclusion is a strength of the school. Leaders know pupils with special educational needs and/or disabilities (SEND) and other vulnerabilities well. Their priority is to remove barriers so pupils thrive, belong and achieve. Leaders identify, assess and understand pupils' needs swiftly and accurately. Pupils with SEND receive thoughtful support and are included in all aspects of school life. Leaders' commitment to staff training, and specialist support for pupils, enhances the school's well-established inclusive culture.

p.3

Inclusion Expected standard

Parents are positive about the support pupils with SEND receive. Staff demonstrate detailed knowledge of individual pupils' needs and typically adapt provision appropriately.

p.3

Inclusion Expected standard

Leaders work effectively to support pupils and families who are known to social care. Their work with external agencies and support services helps to make pupils' lives better. Leaders regularly review provision and support to ensure these are effective. As a result, pupils' needs are generally met, and low achievement seen in the past is now improving.

p.3

Inclusion Expected standard

Leaders and governors use additional funding to support disadvantaged pupils appropriately. The impact of this can be seen in disadvantaged pupils' achievement, which is improving.

p.3

Leadership and governance Expected standard

Leaders and governors have an accurate view of the school and a shared vision for what they want pupils at Elfrida to achieve. They have been successful in embedding a culture of care, inclusion and support in the school. Leaders know pupils and families extremely well, and fully understand and respond to the context of the community.

p.3

Leadership and governance Expected standard

Leaders understand the school’s strengths and typically identify appropriate areas for improvement. Rightly, they are focusing on improving pupils’ attendance and achievement and curriculum development. They have been successful with this, and attendance and achievement are improving.

p.3

Leadership and governance Expected standard

Leaders ensure that all staff access a high-quality professional development programme. This programme is linked to the school’s improvement priorities and helps staff to build teaching expertise. Staff speak very positively about the support they receive with workload and wellbeing, which creates a positive and supportive working environment.

p.3

Leadership and governance Expected standard

Governors fulfil their statutory duties and are actively involved in the life of the school. They bring a wide range of expertise to their role. For example, they supported the changes made to improve mathematics provision and recently supported the evaluation of the impact of the writing programme. They also offer guidance and support for the provision for pupils with special educational needs and/or disabilities. Governors provide support and challenge to leaders in equal measure. They work with leaders to evaluate the impact of actions taken to improve attendance and achievement.

p.3

Personal development and wellbeing Expected standard

Leaders, staff and governors share a deep commitment to pupils’ personal development. The personal, social and health education curriculum is carefully designed and reflects the context of the local community. Topics are revisited so pupils build their knowledge securely over time. Staff deliver the programme confidently. Pupils learn about communities, healthy relationships, friendships, media influences, wellbeing and growing up. They have the knowledge to keep themselves safe, maintain positive physical and mental wellbeing, develop healthy relationships and become responsible citizens.

p.4

Personal development and wellbeing Expected standard

The curriculum is enhanced through assemblies and themed events, such as culture day and e-safety day. Pupils deepen their understanding of spirituality and faiths through the school’s religious education curriculum. They visit multiple places of worship during their time at Elfrida. They know and understand the fundamental British values, reflected in the school’s values. Pupils learn about fairness, respect and treating others with dignity. They know that derogatory language is not acceptable, and they typically show respect for people and families who are different from their own.

p.4

Personal development and wellbeing Expected standard

The school’s ‘11 before 11’ promise gives pupils opportunities to develop their interests, learn about their community and gain important life skills, including swimming, which they enjoy from the early years onwards. Pupils have many chances to take on leadership roles. These include prefects, transport ambassadors, librarians and reading ambassadors. Some younger pupils help staff at lunchtime. These experiences build pupils’ confidence and social skills. Pupils take part in a wide range of trips, including residential trips, visits to central London and opportunities to see live music and theatre.

p.4

Personal development and wellbeing Expected standard

Pupils grow in confidence as they move through the school. Effective pastoral support helps this. Older pupils speak confidently to visitors about their lives and their school.

p.4

Achievement Needs attention

Pupils' achievement in national tests has not been strong enough in the past. Pupils' attainment remains below the national average in key areas. Leaders have an accurate understanding of this. The proportion of pupils achieving the expected standard in the phonics screening check at the end of Year 1 remains below the national average. In addition, some pupils across the school have gaps in learning that have not been addressed.

p.4

Achievement Needs attention

Recent curriculum developments have had a positive impact. Pupils' responses in lessons and work in books show that they are now developing their knowledge and skills securely. Their achievement is improving, particularly in reading, writing and mathematics. Pupils typically read with confidence and enjoyment. They develop fluency and reasoning in mathematics and apply their skills well. Leaders identify pupils with gaps in their knowledge and provide appropriate support to help them catch up. As a result, the achievement of disadvantaged pupils is improving. The oldest pupils in the school are well prepared for the move to secondary education.

p.4

Attendance and behaviour Needs attention

Some pupils do not attend school regularly. While leaders are having a positive impact on improving attendance, current improvements are recent and not yet sustained over time. Leaders and staff have set high expectations for pupils’ attendance. They give it the highest priority. Leaders analyse attendance data and patterns rigorously and tailor strategies to improve attendance to individual family circumstances. Leaders have implemented a wide range of strategies to improve attendance. Some pupils have barriers to attending school, such as medical conditions. However, leaders work creatively with families to help pupils attend. For example, pupils who suffer from anxiety have a different daily start time and a trusted adult to help them settle.

p.5

Attendance and behaviour Needs attention

Pupils generally behave well in lessons and during social times. They play well together and enjoy a range of activities, including frisbee, LEGO and ball games. Pupils are typically polite and respectful to adults and to each other. Older pupils show confidence and respect when talking to visitors. Pupils understand the school’s expectations around behaviour and rarely need reminders if they lose focus. Bullying, along with any other form of discrimination, is not tolerated. Pupils feel safe because staff deal with any bullying appropriately.

p.5

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

Pupils feel a strong sense of belonging at Elfrida Primary School. This is because they know staff keep them safe and care for them. Leaders and staff value every pupil and think carefully about how to include everyone in all aspects of school life. Pupils say that no one is ever 'left out' of anything the school offers. Leaders ensure that pupils with special educational needs and/or disabilities, and those experiencing other challenges, receive the support they need.

p.5

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

Pupils behave well and know that bullying is not tolerated. Playtimes are sociable and happy occasions.

p.5

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

From the start of early years, children enjoy a broad and interesting curriculum. They build early skills in reading and mathematics alongside communication and language development. As pupils move through the school, they apply these skills confidently across the curriculum. They enjoy a wide range of trips and experiences during their time at the school, including musical events and 'culture days'. Pupils also enjoy the range of roles and responsibilities they take on, such as 'lunchtime leaders'.

p.5

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

In the past, pupils leaving the school at the end of key stage 2 have not achieved well in reading, writing and mathematics. This is improving. Pupils in the current Year 6 are well prepared for secondary education. Poor attendance remains a barrier to achieving well for some pupils. Leaders and staff go 'above and beyond' to support pupils to improve their

p.5

Team inspectors:

Adam Vincent, His Majesty's Inspector Piers Saunders, His Majesty's Inspector attendance. As a result, attendance rates are rising, but some pupils still fail to attend regularly.

p.6

Next steps

Leaders and those responsible for governance should ensure that the positive actions already taken to improve attendance are built upon so that attendance continues to improve and is sustained over time. Leaders should ensure that teaching consistently secures pupils’ knowledge and skills so that pupils achieve well across all phases of the school.

p.6

About this inspection

The chair of the board of governors in this school is Kate Bridgman.

p.6

About this inspection

The school is part of a federation called the King Alfred Federation.

p.6

About this inspection

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

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

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

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school does not currently use any alternative provision.

p.6

About this inspection

The school is led by an executive headteacher, Kathryn Wong, and a federation headteacher, Nathalie Dummer.

p.6

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.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 14 July 2026

p.7

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years. National average: 26.3%

p.7

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.8

What does this mean?

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

p.8

What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

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

p.8

Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.10

mathematics

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

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

average

2023/24 (final) 50% 58% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2022/23 (final) 48% 59% Close to average

p.11

Disadvantaged pupils' performance gap

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

p.12

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.12

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

Overall absence

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

p.13

Persistent absence

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

p.14

Exceptional

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

p.14

Strong standard

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

p.14

Expected standard

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

p.14

Needs attention

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

p.14

Urgent improvement

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

p.14

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.14

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.14

Urgent improvement

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

p.15

Urgent improvement

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

p.15