Peter Hills with St Mary's and St Paul's CofE Primary School

Primary School

Address: 2 Beatson Walk, Rotherhithe, London, SE16 5ED Unique reference number (URN): 100837

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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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Early years Strong standard

The early years provision is a strength of the school. Staff, including the headteacher, are highly knowledgeable about early childhood development. Leaders ensure that all staff hold very high expectations for every child. The curriculum identifies and sequences key knowledge clearly. It is highly aspirational for all children, including those who attend part time.

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Early years Strong standard

Staff teach very effectively through purposeful activities and high ‑ quality interactions. They extend children’s language skills and thinking skilfully. Staff engage children who are less inclined to initiate interaction. They use colourful and engaging resources to support children’s emotional development. This helps children to develop a strong sense of interest and belonging.

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Early years Strong standard

Staff work closely with families so that children settle quickly. A warm and encouraging environment helps children get off to a great start. Staff promote healthy food choices and safer eating at snack time. They support children’s emotional and physical development relentlessly. Children take well ‑ managed risks on the climbing frame and in the construction play areas. They build resilience and an understanding of personal safety.

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Early years Strong standard

Outcomes are excellent for all groups of children. Children acquire secure knowledge, vocabulary and foundational skills. They read confidently by the end of Reception Year. Children are very well prepared for Year 1.

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Achievement Expected standard

Pupils’ performance in national tests is typically in line with national averages. Disadvantaged pupils generally achieve above their disadvantaged peers nationally. Pupils develop secure knowledge and skills as they move through the curriculum. They build important knowledge in mathematics, English and communication that help them access learning with confidence.

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Achievement Expected standard

Pupils recall previously taught content with some fluency. They produce high-quality written work. Pupils generally read confidently. This is especially true for pupils in Year 1 who have recently left the early years foundation stage.

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Achievement Expected standard

Pupils with special education needs and/or disabilities generally achieve in line with the goals that are set for them. They make gains in their personal development and communication skills. This helps them to access the curriculum with greater confidence and make effective progress from their starting points. Pupils, including those in the early years, are well prepared for the next stage of their education.

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Curriculum and teaching Expected standard

Leaders have a clear and accurate understanding of the quality of curriculum and teaching. Leaders identify key priorities, such as improving pupils’ writing. They provide staff with targeted training and support so that teaching continues to improve.

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Curriculum and teaching Expected standard

The curriculum is ambitious and well planned. Learning is thoughtfully sequenced from the early years through each key stage. This allows pupils to build knowledge securely over time. Staff think carefully about how mixed ‑ age classes learn and organise content so that pupils meet and revisit ideas in a logical order.

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Curriculum and teaching Expected standard

Teachers have appropriate subject expertise. They benefit from ongoing professional development to support them with meeting pupils’ needs. Teachers use assessment well to check that key conceptual knowledge is learned. Pupils use helpful checklists to understand how their skills develop in each subject. Staff teach systematic synthetic phonics with accuracy. Reading books match pupils’ phonics knowledge so that pupils can practise and succeed. Teachers ensure that pupils secure the foundational knowledge to be successful across the curriculum.

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Curriculum and teaching Expected standard

Teachers generally use adaptations so that pupils with special educational needs and/or other disabilities can access the intended curriculum. Practical resources support pupils to learn securely in mathematics and English. In some teaching, adaptations are not consistently used well. At times, this slows pupils’ independence.

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Inclusion Expected standard

Leaders set a clear and ambitious vision for inclusion across the school and in the resourced provision. They expect every pupil to take part fully in school life. Leaders have strengthened systems so that information about pupils with special educational needs and/or disabilities (SEND) is shared quickly. Staff work closely with families to understand pupils’ needs and plan the right help. They assess pupils on entry and check pupils’ reading skills so that support is put in place quickly. Some additional support does not fully utilise the recommendations from the available SEND information. Despite this, barriers to learning are typically reduced, and pupils access the curriculum securely.

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Inclusion Expected standard

Leaders maintain high expectations for all pupils. The curriculum in the resourced provision is research informed and designed to meet pupils’ needs. Staff work with external professionals and specialists to ensure that pupils receive effective support to match their needs. Pupils learn to manage their emotions, develop language and practise social skills such as turn ‑ taking. Staff use signs, symbols and speech effectively to support pupils with communication difficulties.

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Inclusion Expected standard

Leaders use additional funding effectively to improve disadvantaged pupils’ academic and emotional outcomes. Pupils previously known to social care receive caring wellbeing support. Pupils who access the resourced provision join mainstream activities whenever possible. This helps them develop confidence and a sense of belonging.

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Leadership and governance Expected standard

Leaders have a clear vision for the school that places pupils’ best interests at the centre. They know their context well and understand the needs of families. Staff work closely with external agencies and in positive partnership with parents and carers.

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Leadership and governance Expected standard

Leaders across the school have an accurate understanding of the school’s strengths and areas for development. The school benefits from being part of a 3-school partnership. Staff work across the partnership so that resources are directed where they are needed most. For example, they ensure that pupils receive effective physical education teaching and specialist support for pupils with special educational needs and/or other disabilities.

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Leadership and governance Expected standard

Governors are experienced and knowledgeable about their statutory responsibilities. They understand the school’s context and use this insight to drive priorities for improvement, such as increasing the school roll. Governors uphold the school’s vision and ensure that the ethos reflects the Church of England values. They analyse information carefully and check that what leaders present is fair and accurate. Governors challenge leaders appropriately and hold them to account for school improvement.

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Leadership and governance Expected standard

Leaders have high expectations and act as role models of professionalism. Staff feel well supported by leaders. Leaders act quickly if staff need additional help to manage their wellbeing. Staff receive helpful feedback through the coaching model and benefit from purposeful professional development. Early career teachers receive suitable training and guidance. Staff collaborate well within the partnership and offer support to other schools, such as in developing the early years provision.

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Personal development and wellbeing Expected standard

Pupils experience a coherent personal development programme that helps them gain a sense of belonging and thrive in the school. Staff form positive relationships with pupils and know pupils' individual personal development goals well. They look after pupils with care and kindness. The personal, social and health education curriculum allows pupils to develop secure knowledge. For example, they learn how to build trusting relationships and understand how their bodies change as they mature.

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Personal development and wellbeing Expected standard

Pupils know to keep themselves safe online and offline. They understand risks, such as a stranger sending a message, and know and how to ‘block, delete and report’ if this happens. Pupils learn how to deal with conflict in a calm and respectful way. Pupils gain a sense of right and wrong. Generally, pupils know about fundamental British values such as democracy and right and wrong. They know that modern Britain is a place where diversity is respected.

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Personal development and wellbeing Expected standard

Pupils engage in many leadership opportunities. The 'junior leadership team' influences the school, such as choosing new playground equipment. 'Wellbeing warriors' support pupils who may be on their own or upset at social times. Pupils participate in a range of activities to develop their interests. Pupils explore their musical interests through singing club and trips to the theatre. Other trips link closely to classroom learning, such as visiting museums. Pupils explore their spiritual views through regular assemblies, parish visits and seasonal services.

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Needs attention

Leaders make sure that all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND), can take part in every trip. When families need extra help, the school provides support such as funding or transport so that no child misses out. Pupils in the resourced provision take part in trips that are chosen carefully to help them develop important skills and confidence. For example, pupils with SEND learn important road ‑ safety skills when they use public transport to visit an aquarium.

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Attendance and behaviour Needs attention

The school recognises that attendance needs to improve. Overall pupil attendance is below national levels. The number of pupils who are persistently absent remains too high, and this is not improving quickly enough.

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Attendance and behaviour Needs attention

Leaders have strengthened systems to track and respond to attendance concerns. They analyse attendance data and understand the barriers to poor attendance. Staff work closely with external professionals and take a range of actions. This includes meeting with families to explain why regular attendance matters and to highlight the effect of unauthorised holidays on pupils’ progress. These actions are showing signs of impact at the start of the school year. However, time is needed to know if these actions will have a sustained impact.

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Attendance and behaviour Needs attention

Pupils behave well across the school. They are courteous and welcoming. Lessons are calm and focused. Pupils show positive attitudes to learning. They settle quickly and listen carefully to staff. Clear behaviour routines support pupils to meet expectations. Staff remain alert to harassment, derogatory language and child ‑ on ‑ child abuse. Pupils trust adults to act on any unkind behaviour, including bullying. Staff manage conflict positively and maintain high expectations for conduct. Suspensions are used appropriately and consider the specific needs of the pupil. They are only used as a last resort to keep pupils and staff safe.

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

Pupils belong to a small community where they are very well known by staff and cared for. Staff encourage pupils to do their very best. Pupils describe their school as happy, caring and respectful. While many pupils have excellent attendance, some pupils do not attend as well as others. Leaders work closely with families so they understand the impact of term ‑ time holidays or missing occasional days. These actions are already making a difference.

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

Pupils achieve well, especially in the early years. Across the school, pupils enjoy their lessons and are keen to contribute. They express themselves confidently and hold purposeful discussions with their classmates. As a result, they are prepared well for their next steps of education. Pupils are polite and courteous to each other and to visitors. Staff set clear expectations and routines so that pupils learn how to behave well. Pupils follow these carefully and understand that poor choices have consequences. This helps pupils to be happy and feel safe. They trust staff to resolve any conflict or bullying should it occur.

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

The school provides effective support for pupils with special educational needs and/or disabilities. This includes pupils who access the specialist ‘Resource Base’. Pupils who need it receive the extra help to develop language skills, access learning and improve their personal development. All pupils join wider school life whenever appropriate so that they grow in independence and confidence.

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

Pupils take part in many leadership opportunities. Roles include 'wellbeing warriors', 'leaders of worship' and the 'junior leadership team'. Pupils can attend breakfast club before school and a range of clubs after school. Here, they develop their skills in sports, the arts and other interests. Pupils enjoy annual trips to museums, historical sites, theatres and the zoo. These experiences link carefully to school learning. Pupils recall these memorable moments with excitement, such as taking part in a simulated earthquake. Pupils who need extra support to attend receive the resources they need so they do not miss out.

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Next steps

Leaders should continue to monitor and strengthen attendance procedures, including how they communicate with families, to build positive habits and secure sustained improvement for all pupils. Leaders should ensure that staff consistently adapt learning to meet pupils' needs so that all pupils deepen their understanding, grow in independence and achieve the best possible outcomes. Leaders should ensure that pupil interventions and additional support are reviewed systematically, using the most up-to-date pupil information, so that all pupils achieve and thrive in the classroom.

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About this inspection

The co-chairs of the board of governors in this school are Jeremy Brooks-Martin and Shital Shah.

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About this inspection

Peter Hills with St Mary's and St Paul's C of E Primary School is in a partnership with 2 other schools, St Jude's Church of England Primary School and St Peter's Church of England Primary School.

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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

The inspection took place on 9 September and 10 September 2026.

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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 9 September 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?

National average: 268 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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What does this mean?

Inspectors spoke with the interim headteacher, senior school leaders, governors, a member of the diocese, a representative from the local authority, staff and pupils during the inspection.

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What does this mean?

Inspectors confirmed the following information about the school:

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What does this mean?

This school is registered as having a Church of England religious character. It is in the Diocese of Southwark. The school’s most recent Section 48 inspection was in June 2024.

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What does this mean?

The school includes provision for 10 pupils with autism spectrum disorder.

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What does this mean?

The school currently makes use of no alternative provision.

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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. National average: 15%

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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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average

2024/25 (final) 60% 62% Close to average

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average

2023/24 (final) 55% 61% Close to average

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average

2022/23 (final) 63% 60% Close to average

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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

2024/25 (final) 80% 75% Close to average

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average

2022/23 (final) 75% 73% 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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average

2024/25 (final) 67% 72% Close to average

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average

2022/23 (final) 69% 71% 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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average

2024/25 (final) 80% 74% Close to average

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average

2023/24 (final) 73% 73% Close to average

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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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average

2023/24 (final) 50% 46% Close to average

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average

2022/23 (final) 50% 44% Close to average

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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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average

2023/24 (final) 67% 62% Close to average

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average

2022/23 (final) 63% 60% Close to average

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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

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

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average

2022/23 (final) 50% 58% 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

2023/24 (final) 67% 59% Close to average

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average

2022/23 (final) 50% 59% Close to average

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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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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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