St Mary's Catholic Primary School

St Mary's Catholic Primary School

Address: Russell Road, Wimbledon, London, SW19 1QL Unique reference number (URN): 102670

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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 extremely well over time and national tests show that achievement is consistently above national averages. Pupils routinely demonstrate secure subject knowledge, including those with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Pupils are proud of their academic successes and recall what they have learned confidently.

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Achievement Strong standard

Leaders' focus on the important basic skills in reading, writing and mathematics provides the bedrock upon which pupils develop their knowledge, from the early years to the end of Year 6. Ambitious vocabulary and effective phonics teaching underpins this. Pupils recall and use their prior learning well. For example when learning how to write a rhyming poem, pupils build on their skills of inference, deduction and evaluation.

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Achievement Strong standard

The school has highly successful approaches that ensure all pupils achieve well, such as the tailored curriculum and interventions for pupils with SEND. Pupils progress well through the curriculum from their starting points. The lack of precision that is sometimes seen in teaching does not detract from pupils' achievement. In all phases, pupils are extremely well prepared for the next stages of their learning and education.

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Attendance and behaviour Strong standard

Attendance rates are high across all year groups and persistent absence is below the national average. This is because pupils want to be at school. There is a keen sense of belonging to the school community and pupils are reluctant to miss out on important learning. There are clear systems in place to follow up attendance issues. Leaders and staff liaise with families to understand any barriers to attendance, and put individualised support in place when needed. Leaders routinely check the impact this support is having. Together with staff, leaders celebrate pupils' regular attendance.

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Attendance and behaviour Strong standard

Pupils are calm and extremely well behaved. They know what staff expect of them. On the rare occasions when pupils need help to deal with their feelings, they receive highly effective support from skilled staff. In lessons, pupils approach their learning with enthusiasm and interest. They are consistently respectful towards adults and each other, and follow instructions immediately. Pupils are confident that discriminatory behaviour and language is extremely rare. They inform staff if there are problems, confident in the knowledge that it will be resolved. At social times, pupils play purposefully and cooperate well with each other. Warm, friendly working relationships shape the school's purposeful culture.

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Early years Strong standard

Children make an excellent start to their education because skilled practitioners routinely support them to build strong foundations for future learning. Staff care for children and show high levels of kindness and support towards them. Leaders carefully prepare children for Years 1 and 2 through rich experiences that nurture curiosity and independence. Phonics teaching is highly effective and children's language development is secure. Staff engage children in high-quality interactions which deepen their understanding and extend their vocabulary. Children talk with confidence and pride.

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Early years Strong standard

The checks that staff make to measure children's learning are meticulous. Staff use them effectively to identify needs, adapt provision and provide targeted support. The curriculum is carefully designed to enable learning across all areas of the early years curriculum. Disadvantaged children and those who face additional barriers benefit from additional learning opportunities including speech and language support. As a result, children learn very well from their starting points.

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Early years Strong standard

Staff ensure that classrooms and outdoor spaces are stimulating and fun. Children feel safe and settle readily to their learning. They benefit from warm working relationships with staff who are quick to provide reassurance, support and praise. Children are extremely well prepared for their transition to Year 1.

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Inclusion Strong standard

Leaders ensure that inclusion is treated as a clear priority here. Staff benefit from an extensive programme of professional learning about the barriers some pupils face to learning. Leaders and staff identify pupils' needs swiftly and accurately. They know pupils very well and have a detailed understanding of how to support different types of need. As a result, staff consistently put strategies in place that enable all pupils to flourish. Leaders regularly review the impact of these strategies. This helps to ensure that pupils with gaps in their learning receive precise support which meets their individual needs.

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Inclusion Strong standard

Those with special educational needs and/or disabilities study the same curriculum as their peers. Leaders make effective use of funding for disadvantaged pupils to ensure that they learn well and have access to a wide variety of enrichment opportunities. As a result, these pupils blossom and achieve as highly as their peers in national tests.

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Inclusion Strong standard

Leaders build strong working relationships with parents and carers, professionals and external agencies. Pupils who need it receive effective support to help them understand their emotions and how to manage them. These high levels of care underpin the success of the school's most vulnerable pupils.

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Leadership and governance Strong standard

Leaders and governors set high goals for every pupil. They have a detailed understanding of the school's context and are clear about the areas they can strengthen further. Leaders take swift action to ensure improvement in the areas that need it. This is informed by rigorous analysis of the school’s performance. Leaders support the most vulnerable pupils very well. Pupils get the help they need, so that they achieve consistently well alongside their peers and benefit fully from the school's caring community.

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Leadership and governance Strong standard

Staff are extremely positive about working at this school. They take full advantage of the high-quality professional learning opportunities that leaders provide. Leaders understand the pressures that staff face and ensure that their workload is manageable. Staff feel valued and they appreciate the deeply embedded approaches leaders have to supporting their wellbeing. Teachers in the early stages of their careers benefit from the excellent support that they receive.

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Leadership and governance Strong standard

Members of the governing body are determined that the school should provide the highest levels of education. They bring a range of knowledge and skills to their roles and keep in close contact with leaders and the staff teams to support effective oversight. Members of the governing body provide rigorous levels of challenge and support. They contribute to the highly positive relationships that leaders develop with parents and carers.

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Leadership and governance Strong standard

Leaders at all levels make decisions in the best interests of pupils. They are intent on providing pupils with the best opportunities for succeeding in life beyond the school.

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Personal development and wellbeing Strong standard

Leaders have developed a thoughtful personal development programme. A wide range of clubs, trips and cultural experiences are carefully planned to enhance pupils’ knowledge and personal and social skills. Leaders track participation closely, quickly removing any barriers. As a result, disadvantaged pupils are able to take part fully in what the school has to offer. All pupils benefit equally from these opportunities.

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Personal development and wellbeing Strong standard

The personal, social and health education and relationships and sex education and health education curriculum is carefully planned, enabling pupils to explore important topics in a supportive and age-appropriate way. Pupils develop a clear understanding of diversity and show respect towards others. They have a detailed knowledge of different world religions and understand the importance of tolerance. Pupils know how to keep themselves safe online and understand the concept of healthy relationships. They discuss other key concepts such as equality and democracy with maturity. Pupils understand how to maintain their physical and emotional wellbeing.

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Personal development and wellbeing Strong standard

Leaders place a clear emphasis on nurturing pupils’ independence and self-confidence. This begins in the early years and continues throughout pupils' time at the school. Pupils are well cared for, with key staff readily available when needed. They feel listened to and they take pride in the supportive relationships they have with one another.

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Personal development and wellbeing Strong standard

Pupils benefit from a large number of enrichment opportunities, including visits to the theatre and museums, and overnight stays. The school organises many clubs such as street dance, book club, chess and basketball. There is also an extremely wide range of leadership opportunities, such as pupil chaplains and house captains. These roles help pupils to develop responsibility, confidence and leadership skills. Pupils appreciate having a meaningful voice in school life and recognise the positive difference they can make. As a result, pupils are extremely well prepared for the next stages of their education, including their move to secondary school.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of the curriculum and the strengths and areas for development in teaching. From the early years onwards, the curriculum is broad and ambitious. It is carefully structured so that new learning builds on what has gone before. Leaders check the curriculum rigorously so that they know what is working well and what needs to change. This helps to ensure that all groups of pupils can achieve their best.

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Curriculum and teaching Expected standard

Leaders have established a love of reading across the school. Pupils talk with passion about the book they are reading and what they plan to read next. The focus on building pupils' vocabulary and their spoken language skills across subjects underpins this.

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Curriculum and teaching Expected standard

Teachers demonstrate secure subject knowledge and typically explain new concepts clearly. They ensure that pupils have opportunities to practise and embed important knowledge. Teachers make appropriate changes to their teaching for pupils who face barriers to learning. However, they do not always check pupils' understanding with sufficient rigor. Occasionally, misconceptions go uncorrected and pupils do not secure the necessary knowledge before moving on to the next task. In addition, the learning activities that some staff set do not consistently enable pupils to build a depth of knowledge across the curriculum.

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

Pupils thrive in this school. There are high expectations for everyone. Pupils are well supported and enjoy their learning. They are proud of their school. Bullying is rare and pupils know that staff will deal swiftly with any issues that arise. Pupils feel safe and attend school regularly.

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

Inclusion is at the heart of the school's work. Staff provide pupils with highly effective emotional support that helps them to engage with learning. Pupils with special educational needs and/or disabilities learn alongside their peers. They benefit from the same ambitious curriculum and opportunities for success.

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

In the early years, children take part in purposeful learning that helps them build knowledge quickly. Across the school, a well-planned curriculum means that pupils learn successfully as they progress through each year. Pupils listen carefully, communicate confidently, and engage positively in their learning. Those who face barriers to learning receive effective support, enabling them to achieve well.

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

Pupils demonstrate really positive behaviour in lessons and around the school. Clear routines help them develop independence and express themselves confidently. Working relationships between staff and pupils are warm and respectful, and lessons are calm. Pupils are kind, helpful and considerate towards one another. As a result, the school is friendly and there is a real sense of belonging. The school takes a highly inclusive approach to supporting pupils’ spiritual, moral, social, and cultural development. Pupils enjoy the wide range of enrichment opportunities available to them, including educational visits and clubs such as street dance, basketball or craft. There is a wide range of leadership opportunities throughout the school. Pupils enjoy these experiences and develop a clear sense of what it means to be an active citizen. Consequently, they are very well prepared for the next stages of their education.

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Next steps

Leaders should ensure that teachers regularly check pupils' understanding so that any misconceptions can be addressed swiftly. Leaders should continue to ensure that teachers consistently set learning activities that deepen pupils' knowledge across the curriculum.

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About this inspection

The co-chairs of the board of governors in this school are Corinne Cohen and Terry Doherty.

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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

This inspection took place from 14 to 15 July 2026.

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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 and other leaders, as well as staff and pupils. The lead inspector also spoke with representatives from the local authority and the diocese and governors, including one of the co-chairs.

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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 Roman Catholic religious character. It is in the Archdiocese of Southwark. Its last section 48 inspection was in July 2024.

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About this inspection

The school currently uses no alternative provision.

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Team inspectors:

Ogugua Okolo-Angus, Ofsted Inspector Jamie Hallums, Ofsted Inspector Ray Lau, His Majesty's 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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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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average

2024/25 (final) 79% 72% Close to average

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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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average

2024/25 (final) 67% 59% 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

‘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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