Rushmore Primary SchoolOfsted report card, 22 Sept 2026

Rushmore Primary School

Address: Elderfield Road, Hackney, London, E5 0LE Unique reference number (URN): 130302

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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 highly across the curriculum and typically make above average progress from their starting points. A significant number of pupils enter the school with low starting points. The school also welcomes pupils throughout the year, including those new to the country. This means these pupils may struggle more to gain important skills in reading, writing and mathematics. Despite this, at the end of Year 1, pupils achieve average levels in the phonics tests.

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Achievement Strong standard

By the time they leave the school, pupils achieve at above average levels in national tests. This is true for all groups of pupils, including those who are disadvantaged. Pupils with additional needs make above average progress from their starting points. Results for the multiplication tests in Year 4 have been weaker. Having identified this area for development, leaders have taken positive actions. As a result, pupils' knowledge of their times tables has improved. Pupils leave the school very well prepared for the next stage of their education.

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Curriculum and teaching Strong standard

Leaders have created an ambitious and well-thought-out curriculum. It maintains a high quality across all subjects and phases. Leaders' deep understanding of teaching and learning drives their push for continuous improvement.

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Curriculum and teaching Strong standard

Pupils gain a thorough understanding of foundational knowledge in English and mathematics. This ensures pupils can access learning effectively across the curriculum. Pupils show particularly strong oracy skills. They can use subject-specific vocabulary when discussing their learning. For example, pupils talk about the ‘viscosity’ of liquids when conducting a science experiment.

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Curriculum and teaching Strong standard

Teaching includes clear modelling and excellent use of resources and texts. Leaders make sure all staff get the right guidance and training to deliver the curriculum effectively. Staff constantly check pupils have understood the learning. They offer support where needed and correct any mistakes or misconceptions well. For example, in reading sessions, staff quickly spot phonics issues and practise correct pronunciation with individual pupils or groups.

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Curriculum and teaching Strong standard

Staff ensure that pupils with special educational needs and/or disabilities and those who are disadvantaged access the same curriculum as others. Teachers thoughtfully adapt tasks so that all pupils can take part and succeed.

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Early years Strong standard

Children make a highly positive start to their education in the early years. Leaders have created a rich and interesting curriculum. They prioritise developing children’s early language skills well and ensure they are happy and ready to learn. Leaders check the quality of provision closely. They are always trying to improve the provision and strengthen staff's practice. The indoor and outdoor areas give children rich opportunities to practise and apply what they learn. Children enjoy riding on bikes and making cupcakes with modelling clay to help develop their physical skills. Children develop key skills in reading, writing and mathematics. By the time they move to Year 1, children typically achieve at above average levels.

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Early years Strong standard

Staff are constantly interacting with the children. They draw out rich language, extending the children’s speech with detailed questions. Behaviour is very positive. Children share resources and interact positively with each other. Staff support them sensitively if something goes wrong.

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Early years Strong standard

Children with additional needs are identified as swiftly as possible. They are provided with different kinds of appropriate support. This makes sure all children, including those with special educational needs and/or disabilities, can access the full curriculum and achieve well.

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Inclusion Strong standard

Pupils, including those with special educational needs and/or disabilities, receive excellent support or thoughtful adjustments to the curriculum. Leaders and staff know pupils and their families extremely well. Staff identify pupils’ needs quickly. They observe pupils, carry out assessments and work closely with parents and carers.

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Inclusion Strong standard

Disadvantaged pupils achieve above national average levels across the curriculum by the time they leave the school. Extra funding for disadvantaged pupils is used very well. This helps pupils to access experiences such as holiday clubs and trips. Leaders rigorously track, evaluate and adapt the provision as needed. Leaders emphasise inclusive teaching in classrooms. To manage this, leaders assign support staff to assist effectively. Staff use strategies like extra teaching before lessons and small group work to practise reading and vocabulary.

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Inclusion Strong standard

Leaders work effectively with social care and a range of external agencies to support pupils and families. For example, speech and language therapists deliver lessons well and offer precise training to staff. The school has also created bespoke internal systems to support pupils and families. The ‘little explorers' pathway, in early years, helps identify needs. It also offers extra trips and connects vulnerable families with housing and community support. Leaders are highly successful in their work to support pupils with additional needs to learn the curriculum effectively.

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Leadership and governance Strong standard

Leaders know the school, its pupils and the community, extremely well. They use their precise understanding of the school’s strengths and goals to support ongoing improvement. This is always led by the best interests of the pupils. Leaders evaluate the impact of their work carefully. They are always ready to refine the curriculum, teaching and wider provision so that pupils achieve well.

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Leadership and governance Strong standard

Governors have a clear knowledge of the school and the wider community. They fulfil their statutory duties effectively. Governors monitor safeguarding, inclusion and the use of

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Expected standard

additional funding carefully. They are always ready to both challenge and support leaders to ensure that pupils continue to learn and thrive.

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Expected standard

Staff are highly positive about working at the school. They particularly appreciate the training they are offered to improve their practice. Staff praise behaviour in the school. They know that leaders will support them with any issues when needed. Staff feel that leaders consider their workload and wellbeing well. Leaders take steps to reduce unnecessary pressure. This creates a positive and supportive working environment.

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Expected standard

Parents and carers overwhelmingly praise the school. They feel part of a kind and inclusive community. Parents particularly love the support offered for pupils with additional needs. They also appreciate the wide range of enriching activities at the school that enhance their child’s learning.

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Personal development and wellbeing Strong standard

Leaders show determination and passion for enriching the learning of pupils. They ensure that all pupils can access the many different experiences offered. Pupils enjoy a wide range of trips to museums, local landmarks and special events. They also enjoy visiting speakers, such as local community police officers. These visits help older pupils understand how they can keep themselves safe. At least one club is offered to every disadvantaged pupil. These experiences help pupils discover interests and develop their talents.

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Personal development and wellbeing Strong standard

The teaching of music and sport is a real strength of this school. Pupils benefit from specialist teachers. They can learn to play many different instruments and participate in sports competitions. Pupils are also taught to nurture and care for the wider environment. They grow various vegetables and then eat them as they learn about healthy eating. Pupils also enjoy outdoor learning in the school gardens. Year 6 pupils look after the chickens who live in the school, learning how to keep them happy and healthy.

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Personal development and wellbeing Strong standard

Pupils develop confidence and responsibility through their different roles in the school. For example, the ‘eco committee’ go litter picking in the local area and plant trees they have grown at the school. Pupils show respect for the differences between people. They understand protected characteristics and demonstrate fundamental British values such as democracy. Pupils show real sensitivity to the fact that some pupils need extra support. They understand that this makes things fair.

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Personal development and wellbeing Strong standard

Pupils truly value the support they get for their wellbeing and mental health. They particularly appreciate the work of the learning mentors. They know that if they have a concern or worry there will be someone to support them.

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Attendance and behaviour Expected standard

Pupils' behaviour is a pleasure to observe. Pupils know and follow the school’s values well. They show respect to each other and work together happily. Pupils say that bullying is not an issue. They know that any issues, including discrimination, will be dealt with swiftly and effectively by staff. Relationships in the school are warm and friendly. In lessons, pupils are calm, attentive and can collaborate in their learning. They take pride in their school and their work. Leaders make careful changes for pupils who need extra support with their behaviour.

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Attendance and behaviour Expected standard

Leaders place a high priority on pupils’ attendance. They monitor attendance closely. The school celebrates full attendance in special assemblies and gives prizes for 100% attendance. Staff work in many different ways to support families for whom attendance is an issue. For example, leaders have established an effective 'going to school' routine. The 'learning mentors' create a resource pack for identified families. The school works with a local group to help pupils facing emotional challenges about attending school. Attendance is also affected by a smaller number of pupils with exceptional issues preventing them from attending school. Leaders recognise that attendance is still around average levels. They continue to work on improving this.

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

Pupils thoroughly enjoy coming to school. Rushmore primary is a caring and inclusive environment with a warm sense of community. Staff and pupils enjoy positive and trusting relationships. Pupils are kept safe and say they feel confident sharing any worries with staff. Pupils’ wellbeing is an important aspect of the school's work. Staff put the right help in place for pupils who need extra support.

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

Pupils access a rich range of opportunities beyond the classroom. They join educational visits, music lessons and after-school clubs. These activities broaden their experiences and help develop their individual talents. Leaders remove any barriers pupils may have to accessing these activities.

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

Calm routines begin in the early years and continue throughout the school. Pupils move around the school sensibly and play together happily. Pupils also behave very well in lessons. They focus on their learning, listen well and work together cooperatively. Pupils know that staff will deal with any bullying issues quickly and fairly.

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

Pupils typically attend school regularly. However, a small number do not attend as well as they should. Staff collaborate with external agencies to offer targeted support for pupils and their families facing attendance issues.

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

Pupils are at the heart of the school’s priorities. Staff know pupils well. They work skilfully and effectively to find and support pupils who might face challenges in learning or wellbeing. From the early years, this strong support ensures that pupils are able to access their learning effectively. This means that pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, typically progress well. Whatever their starting points, pupils achieve well above the national average by the time they leave school.

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Team inspectors:

David Bryant, Ofsted Inspector Allan McLean, Ofsted Inspector Tanya Ballantyne-Evans, 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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Next steps

Leaders should continue their work to improve attendance and reduce persistent absence across the school. Leaders should continue their work to improve foundational calculation skills, especially with regards to pupils' learning and remembering their times tables.

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About this inspection

The chair of the board of governors in this school is Alex Stevenson.

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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 Tuesday, 22 September to Wednesday, 23 September 2026.

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About this inspection

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

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About this inspection

Inspectors spoke with the headteacher, senior leaders and subject leaders. They also held meetings with members of the local governing body and a representative from the local authority during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Headteacher: Jim O'Shea The inspector(s) used this data during the full inspection on 22 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?

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

2022/23 (final) 74% 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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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) 53% 46% Close to average

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average

2022/23 (final) 56% 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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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) 60% 58% Close to average

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average

2022/23 (final) 56% 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) 60% 59% Close to average

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average

2022/23 (final) 56% 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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national average

2024/25 (3 term) 4.8% 5.2% Close to average

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national average

2022/23 (3 term) 5.6% 5.9% Close to average

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Persistent absence

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

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national average

2024/25 (3 term) 11.0% 13.0% Close to average

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national average

2022/23 (3 term) 16.9% 16.2% Close to average

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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

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Urgent improvement

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