Schools & FE · Report card

St Leonard's Church of England Primary School

Inspected 23 Jun 2026 · published 28 Sept 2026 · URN 145615

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Summary

No overall grade in this frameworkSafeguarding met

Sacha Husnu-Beresford (lead), Jamie Hallums, Sam Carnegie, Sophie Cavanagh

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Needs attention
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Needs attention
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
23 Jun 2026
Inspectors verified
Jamie Hallums, Sacha Husnu-Beresford, Sam Carnegie, Sophie Cavanagh
Postcode verified
SW16 6NP
Name on report verified
St Leonard's Church of England Primary School
Safeguarding verified
Met
URN verified
145615

Page 1 of 16

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingNeeds attention
Early yearsExpected
InclusionExpected
Leadership and governanceNeeds attention
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+42Positivemore positive than 17% of reports of this type

In line with other reports of this type.

Praiseenjoypositiveeffectivelyhigh-qualitystrongsecuresuccessfullysecure knowledge

Criticismnot alwaysgapsconcernsinconsistencieslowstrugglenot effectivenot consistently

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1434w+39
Leadership264w+51
Safeguarding51w−11
What needs to improve73w+56

Strengths

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Concerns

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Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance31
“Leaders, trustees and those responsible for governance have a clear ambition to provide high-quality education and care for all pupils.” p.5
Curriculum19
“However, pupils are not always clear on what subject- specific knowledge they are learning.” p.4
Teaching & assessment15
“Teachers do not systematically check what pupils know and remember, so gaps in learning are not always addressed.” p.4
Progress & outcomes13
“This results in them feeling safe at school and confident to share any worries.” p.5
Communication & language8
“Staff interact effectively with children, supporting their language development and encouraging their learning.” p.3
SEND & inclusion7
“Inclusion is well led.” p.3
Reading & phonics7
“Well-planned trips enhance curriculum understanding, for example, visiting the Natural History Museum to learn more about prehistoric animals.” p.6
Behaviour7
“Pupils engage well in learning and speak very positively about behaviour in the school.” p.2

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,822; about usual (typical 1698)
Reading level: Hard; Flesch 41, typical 43
Average sentence: 15 words
Next steps: 3; typical 3
Hedged sentences: 13%; “some”, “not always”, “most”…

Where the words go

Findings 47%Leadership 9%Safeguarding 2%What needs to improve 2%About the inspection 40%

Full report text

St Leonard's Church of England Primary School

Address: 42 Mitcham Lane, Streatham, London, SW16 6NP Unique reference number (URN): 145615

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

Achievement Expected standard

Typically, pupils achieve well in reading and mathematics and are ready for the next stage in their learning. Writing outcomes have been historically low, and leaders have prioritised improving this. The impact of this work is evident in pupils’ books, which show progress and achievement in writing. Pupils demonstrate their writing knowledge in extended pieces of writing and typically have secure handwriting and spelling. Pupils, especially those with special educational needs and/or disabilities, make secure progress from their starting points. Last year, phonics outcomes were lower than previous years. However, pupils generally develop successful fluency in reading.

p.2

Achievement Expected standard

Pupils often produce high-quality work across the curriculum to show their learning. On the whole, pupils have secure foundational knowledge, which supports them to access the curriculum. For example, pupils use their knowledge of number facts to successfully interpret graphs and data. Pupils enjoy learning and can recall current content well. However, some pupils do not always remember subject-specific knowledge or make connections between their learning.

p.2

Attendance and behaviour Expected standard

Most pupils attend school well. They enjoy school and do not want to miss out on learning. However, there are some pupils who are not attending regularly enough. Leaders track attendance rigorously and work with families to understand the importance of punctuality and high attendance. They work with pupils and families to understand any barriers to attendance and provide bespoke support to address these. For example, pupils may be invited to attend breakfast club. Leaders have a high ambition to ensure that absences reduce further and work closely with the trust to put further processes in place.

p.2

Attendance and behaviour Expected standard

Behaviour across the school and in lessons is calm. Pupils engage well in learning and speak very positively about behaviour in the school. They say that there is no bullying and if unkind behaviour happens, staff quickly deal with it. Pupils have highly positive relationships with staff and trust them to address any concerns they have. Leaders monitor behaviour incidents and identify any patterns. They address any issues through curriculum teaching and assemblies. Pupils learn strategies to regulate their emotions. For pupils who struggle with this, further support is in place, including access to the sensory room.

p.2

Early years Expected standard

The early years classrooms are engaging, happy and inspiring learning environments. Children work well together, cooperating and taking turns. They focus for sustained periods and clearly enjoy learning. Leaders ensure that children access the full early years curriculum. They have prioritised strong foundations in learning. This ensures that all children, especially those who speak English as an additional language, develop the required vocabulary, reading and language skills. Leaders are aware that they need to map the progression of some aspects of the curriculum in more detail. This will ensure that all staff know what children should be achieving and ensure precise support is matched to individual needs.

p.2

Early years Expected standard

Staff interact effectively with children, supporting their language development and encouraging their learning. Exciting activities enable children to practise their learning independently. For example, using number knowledge of more than and less than to explain wins a game. Children happily congratulate winners, reflecting how positive relationships are.

p.3

Early years Expected standard

On the whole, pupils in the early years achieve well and are ready for the next steps in learning. Leaders have secure knowledge of children and work with parents to identify any early needs and how to address them. This includes screening all children to support any language and communication needs.

p.3

Inclusion Expected standard

Inclusion is well led. Leaders have secure knowledge of pupils in the school who have barriers to learning. Leaders have systems in place to identify pupils' needs swiftly, including working with parents and preschool settings. They gain advice from professionals to ensure that they understand pupils' challenges and how to address them. This work also informs bespoke professional learning to better understand pupils’ special educational needs and/or disabilities (SEND). Teachers value this knowledge, for example knowing how best to support pupils with autism. Individual plans share the support required so pupils with SEND can access class learning successfully. Professional learning for staff ensures they have strategies in place to support pupils with barriers to learning. However, staff do not always apply effective support and adaptations consistently.

p.3

Inclusion Expected standard

Leaders track the progress of disadvantaged pupils to ensure that support is in place to address any gaps in learning. Leaders prioritise the wellbeing of pupils, especially those with vulnerabilities. Bespoke support and therapies help address barriers to learning and enable pupils to achieve success at school. Leaders use pupil premium funding appropriately to enable pupils to access the wider enrichment and wellbeing offer.

p.3

Personal development and wellbeing Expected standard

Leaders provide a wide range of opportunities to support pupils’ personal development. The curriculum equips pupils with the knowledge to understand positive relationships, both in person and online. Their understanding of relationships is demonstrated through the high levels of collaboration and support pupils show each other.

p.3

Personal development and wellbeing Expected standard

Pupils demonstrate a secure understanding of the comprehensive personal, social, health and economic education curriculum. Learning builds each year as pupils gain an age- appropriate understanding of topics. When appropriate, the school engages with external partners to enhance learning, for example, workshops with the police to ensure that pupils know how to stay safe in the community.

p.3

Personal development and wellbeing Expected standard

Pupils understand and embody the school’s values, confidently explaining how kindness, respect, aspiration and determination influence their daily behaviour and decisions. They speak proudly about the school's wellbeing programmes and understand how to regulate

p.3

Needs attention

their emotions. When needed, the school provides bespoke therapies to support pupils' wellbeing needs. This is particularly valuable for pupils who have vulnerabilities and barriers to learning.

p.4

Needs attention

Pupils value their diverse cultural heritage. They appreciate different values and beliefs. They confidently speak out in lessons, listening well to their peers and working effectively together. Leaders ensure that social and moral development enables pupils to embrace the concepts of fundamental British values.

p.4

Needs attention

The school provides a wealth of curriculum enrichment opportunities for all pupils. Pupils enjoy learning to play instruments and become proficient at performing, including on national stages. Pupils develop confidence and public speaking through their regular drama lessons. Well-planned curriculum trips engage and enthuse pupils in learning, for example, exploring space at a science museum.

p.4

Needs attention

School councillors and prayer leaders value the opportunity to represent their school and ensure that pupils' voices are heard. School council members are proud of the impact they have made on school dinner choices.

p.4

Curriculum and teaching Needs attention

Leaders have prioritised the teaching of strong foundations, such as writing. This focus ensures pupils have the reading and writing skills needed to access the full curriculum. Pupils experience the breadth of the full national curriculum, and leaders have mapped out key learning that pupils should learn. However, pupils are not always clear on what subject- specific knowledge they are learning. Teachers do not systematically check what pupils know and remember, so gaps in learning are not always addressed. Some teaching activities do not enable pupils to meet the learning objective.

p.4

Curriculum and teaching Needs attention

Leaders provide professional learning so teachers can deliver the curriculum effectively. In most lessons, teachers demonstrate secure subject knowledge, which they use effectively to model learning and support pupils. Not all staff have the same access to training, which leads to some inconsistencies in teaching and support for pupils. Leaders do not regularly check the quality of teaching of the wider curriculum.

p.4

Curriculum and teaching Needs attention

Whole-school strategies to support pupils with special educational needs and/or disabilities and English as an additional language are evident in every classroom. For example, pupils use effective visual aids to understand new vocabulary and communicate. However, these strategies are not always used consistently. As a result, adaptations for pupils with barriers to learning are sometimes not precise enough. This means that gaps in learning are not swiftly addressed.

p.4