Richard Atkins Primary SchoolOfsted report card, 23 Sept 2026

Richard Atkins Primary School

Address: New Park Road, London, SW2 4JP Unique reference number (URN): 100578

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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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Curriculum and teaching Expected standard

Leaders have raised expectations and strengthened the focus on the knowledge and vocabulary pupils need to learn. In early years, communication and language are prioritised so that children develop secure foundations for future learning. The curriculum is now sequenced more carefully, helping pupils build knowledge over time and make stronger links between what they learn.

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Curriculum and teaching Expected standard

Teaching is becoming more consistent. For example, strategies such as modelling, guided practice and opportunities for independent work support learning more consistently. When teaching is most effective, it builds on prior learning, addresses misconceptions and deepens pupils’ understanding. Pupils use learning resources confidently. They are becoming increasingly successful in recalling and applying what they have learned. Pupils’ work shows improving confidence and understanding, particularly in writing, where pupils increasingly edit and improve their work to produce better-quality outcomes.

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Curriculum and teaching Expected standard

Leaders recognise that teaching is not yet consistently effective. This includes in phonics, where variations in practice and staff expertise affect learning for some pupils. Leaders have rightly responded with training and support to improve consistency. As a result, pupils are increasingly developing the knowledge and skills needed to secure sustained, improved achievements over time.

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Early years Expected standard

Leaders have acted decisively to address previous staffing instability in the early years. This has strengthened staff expertise and sharpened the focus on communication and language, early literacy and personal development. Recent improvements to the curriculum support children’s development across all areas of learning. Staff support children with special educational needs and/or disabilities effectively through visual prompts, sensory approaches and targeted interventions.

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Early years Expected standard

Leaders prioritise communication and language development. Children build vocabulary through regular conversation, structured talk and carefully designed learning experiences. Staff have been well trained, and typically extend children’s thinking, introduce new language and deepen their understanding. Reading is given increasing priority, and improvements to phonics teaching are beginning to help children develop the knowledge needed for reading and writing.

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Early years Expected standard

Children settle quickly because transition arrangements are well designed. They are happy, confident and eager to learn. The curriculum is brought to life by a rich learning environment that promotes exploration, creativity, discussion and independence through well-chosen activities such as construction, role play, storytelling and mathematics-based play.

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Early years Expected standard

Children in the Nursery benefit from secure routines and positive relationships, which continue as they move through early years. Positive partnerships with parents and carers support children’s learning and development. As a result, children develop confidence, independence and secure foundations for learning and are well prepared for their transition into Year 1.

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Inclusion Expected standard

Leaders have created a culture where inclusion is central to daily practice. They develop a detailed understanding of each pupil’s needs, circumstances and aspirations. This helps leaders and staff to identify needs accurately and provide support that reflects individual situations, particularly for disadvantaged pupils, pupils with special educational needs and/or disabilities and those known to social care services. Leaders understand how factors such as attendance, wellbeing, family circumstances and medical needs can affect learning and participation.

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Inclusion Expected standard

Leaders work proactively with families to reduce barriers that may prevent pupils from succeeding. Support is carefully tailored, regularly reviewed and adapted when needs change. Staff work closely with a range of specialist professionals to ensure pupils receive the help they need at the right time. Staff respond flexibly when challenges arise. Parents and carers value the practical support, clear communication and smooth transitions their children experience.

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Inclusion Expected standard

The school’s specialist provision, 'The Bubble', demonstrates leaders' commitment to meeting the needs of all pupils. Sensory spaces, therapeutic activities and opportunities for emotional regulation help pupils develop confidence, feel secure and engage successfully in learning. At the same time, pupils remain connected to their mainstream classes and the wider life of the school and participate fully alongside their peers. Pupils feel safe, included and supported. They achieve increasingly positive academic, social and emotional outcomes.

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Leadership and governance Expected standard

Leaders have managed a period of significant change in leadership and governance with determination and purpose. They have secured a more stable staff team and have focused on embedding high expectations and ambition for pupils and staff alike. As a result, the school community shares a clear commitment to improving pupils' experiences. Leaders have rightly prioritised achievement, and as a result, pupils increasingly benefit from a more ambitious curriculum, improved assessment and targeted support. These changes are resulting in early signs of improvement in pupils' outcomes.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the school’s strengths and areas requiring further improvement. They recognise that achievement is not yet consistently secure and that disadvantaged pupils, and some pupils receiving additional support, do not achieve as well as they should. Leaders use information about achievement, attendance and teaching effectively to identify priorities and evaluate the impact of their work. Improvement plans are carefully considered and monitored. Developments to the curriculum, professional learning, family support programmes and specialist provision are contributing to greater consistency and improved outcomes for pupils.

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Leadership and governance Expected standard

Those responsible for governance understand the school’s context, strengths and challenges. Although some governors are relatively new in post, they provide appropriate support and challenge and fulfil their statutory responsibilities effectively.

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Leadership and governance Expected standard

Staff speak positively about leadership and the culture leaders have created. They describe leaders as approachable, supportive and professional. Staff appreciate the attention given to workload, wellbeing and professional development. As a result, they feel valued and are developing the knowledge and skills needed to contribute to the school’s continued improvement. Many parents and carers share the view that the school is a caring, community-focused school where staff provide meaningful support, including during difficult circumstances.

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Personal development and wellbeing Expected standard

Pupils' personal development is a notable feature of the school's work. Leaders have designed a programme that reflects the school’s community and the needs of its pupils. Leaders adapt support carefully so that pupils who face additional challenges can participate fully and thrive. Nurture groups, mentoring, therapeutic support and family programmes help pupils develop confidence, resilience and emotional wellbeing. Pupils understand and enact the school's values, demonstrating how to manage emotions, make positive choices and access support when needed. Pupils speak confidently about mental health, online safety, healthy lifestyles and respectful relationships.

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Personal development and wellbeing Expected standard

The curriculum has been developed to reflect the school community through diverse texts, events celebrating identity and culture and experiences designed to help pupils understand both themselves and others. Leaders' work to promote the importance of belonging and respect is beginning to influence pupils' attitudes and understanding. For example, several pupils linked recent learning in religious education to respecting diversity and understanding a range of beliefs.

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Personal development and wellbeing Expected standard

Pupils benefit from a wide range of opportunities that extend beyond the classroom. Clubs, educational visits, cultural experiences and community partnerships broaden pupils’ horizons and help them discover new interests and talents. Pupils enjoy participating in drama, gardening and arts activities. They value the opportunities to perform and represent the school. Responsibilities, including 'Young Leaders' and playground, library, environmental and assembly leaders, help pupils develop leadership and a sense of service. Pupils speak proudly about supporting others. They describe themselves as 'upstanders rather than bystanders'.

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Personal development and wellbeing Expected standard

Leaders are ambitious for pupils’ futures. They ensure that pupils are prepared for the next stage of education and life beyond school. Pupils talk confidently about their aspirations. They demonstrate positive attitudes to learning, respect for others and an appreciation of diversity. As a result, pupils feel valued and develop a strong sense of belonging. They leave school as confident, responsible and optimistic young people with a secure understanding of the wider world.

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Achievement Needs attention

Over time, variation in teaching has meant that achievement varies between year groups and pupil groups. For example, pupils who are disadvantaged do not achieve as well as their peers. Similarly, some pupils receiving additional support do not make the progress they should from their different starting points. Some pupils do not read fluently enough, which affects their understanding and access to learning across the curriculum. Leaders recognise that reading and phonics remain important areas for development.

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Achievement Needs attention

Leaders have acted to address these weaknesses. For example, raised expectations, a more ambitious curriculum, improved assessment and targeted support are beginning to improve pupils' outcomes. Achievement at the end of key stage 2 has risen in several subjects, outcomes in early years have improved and performance in the multiplication tables check has increased significantly. As a result, more pupils are developing secure knowledge and are better prepared for the next stage of their education. However, leaders recognise the need to embed and build on these improvements because, although pupils’ achievement is improving, outcomes are not yet consistently secure across the school, especially in reading and phonics and for some pupils who are disadvantaged.

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Attendance and behaviour Needs attention

Improving pupils' attendance remains a key priority for the school. This is because attendance is below national averages and persistent absence is too high, particularly for disadvantaged pupils and pupils with special educational needs and/or disabilities. Leaders understand the barriers to attending well that some families experience. Leaders use detailed information to target additional support, including home visits, pastoral support, family engagement and work with external agencies. Leaders communicate clearly the importance of regular attendance and its impact on achievement and wellbeing. Their actions are beginning to have a positive effect. More pupils attend regularly and fewer families take repeated holidays during term time. However, persistent absence remains too high, and leaders continue to focus their support on those pupils facing the greatest barriers to attendance.

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Attendance and behaviour Needs attention

Behaviour is a strength of the school. Pupils behave respectfully and demonstrate positive attitudes to learning. Corridors are calm, playtimes are orderly and the breakfast club provides a purposeful start to the day. Pupils understand expectations and staff apply behaviour approaches consistently. Staff identify any concerns quickly and intervene effectively when needed. Pupils trust staff and feel confident that any worries they may have, including about bullying, will be dealt with appropriately. Positive relationships underpin the school’s culture. Staff know pupils well and provide the care, guidance and encouragement they need.

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

Pupils are proud of their school and speak confidently about their experiences and achievements. They enjoy learning and are keen to share their work. Children in early years get off to a positive start. This is, in part, due to the school's emphasis on developing communication, language and vocabulary. Older pupils describe how their handwriting, spelling and writing have improved, while others talk enthusiastically about mathematics and science. Across the school, pupils are learning more successfully. This includes pupils with special educational needs and/or disabilities and those who may be disadvantaged. They increasingly benefit from higher expectations, a more ambitious curriculum and improved teaching. Although academic outcomes, including in national assessments, do not fully reflect these more recent improvements, pupils are becoming better prepared for their next steps.

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

Pupils have a clear sense of belonging. They understand the school’s values of respect, fairness and integrity and demonstrate these in their everyday interactions. Diverse books, cultural celebrations and family events help pupils see themselves reflected in school life while developing an appreciation of different backgrounds, beliefs and experiences. As a result, pupils develop confidence, self-worth and respect for others. Positive relationships are at the heart of the school community. Staff know pupils well and respond quickly when they need support or reassurance. Pupils trust staff and are confident that concerns, including any about bullying, will be dealt with effectively. This helps pupils feel safe, valued and ready to learn.

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

Beyond the classroom, pupils benefit from a wide range of opportunities, including swimming, gardening, performances and educational visits. The school's 'Young Leaders' take pride in supporting others, acting as role models and promoting positive behaviour. These experiences broaden pupils’ horizons and help them develop confidence and responsibility.

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

Rates of attendance remain an area for ongoing focus, as some pupils do not attend regularly enough to benefit fully from everything the school offers. Pupils who do attend well thrive socially, emotionally and academically, and are increasingly well prepared for the future.

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Next steps

Leaders should continue to strengthen staff expertise in the teaching of phonics, ensuring that effective practice is embedded across all classes and groups of pupils. Leaders should continue their work to reduce variations in teaching that result in inconsistent outcomes for pupils, including those who are disadvantaged and/or have special educational needs and/or disabilities. Leaders should continue to improve attendance for pupils who face the highest levels of disadvantage, further reducing rates of persistent absence and ensuring that these pupils benefit fully from the opportunities the school provides.

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Lead inspector:

Lascelles Haughton, His Majesty's Inspector

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Team inspectors:

Francis Gonzalez, Ofsted Inspector Emma Watford, Ofsted Inspector Sahreen Siddiqui, Ofsted Inspector

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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

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

The chair of the board of governors in this school is Austin Wright.

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About this inspection

The school has experienced significant leadership changes over the last 2 years. The headteacher took up post in January 2025, the deputy headteacher joined in January 2026 and the interim special educational needs coordinator began in September 2026.

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About this inspection

Inspectors spoke with the chair and members of the governing body, a local authority representative, the headteacher, senior leaders and a range of staff during the inspection.

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About this inspection

The inspectors carried out activities including discussions with leaders and teachers about the curriculum, visiting a sample of lessons and speaking with groups of pupils about their learning, and considered pupils’ work.

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About this inspection

The inspectors looked at a range of policies and documentation relating to pupils’ welfare and education. The inspectors observed pupils’ behaviour during lessons and around the school.

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About this inspection

The inspectors spoke with pupils about their experiences at school and considered the views of pupils, including through Ofsted's online survey.

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About this inspection

The inspectors spoke with staff about their workload and wellbeing.

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About this inspection

The inspectors considered the views of parents and staff, including through Ofsted’s online surveys.

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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 does not make use of alternative provision.

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About this inspection

The inspection took place on 23 and 24 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 23 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. National average: 26.5%

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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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average

2023/24 (final) 77% 74% 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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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) 67% 74% Close to average

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average

2023/24 (final) 77% 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

2024/25 (final) 42% 47% 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

2024/25 (final) 62% 63% 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

2024/25 (final) 58% 59% Close to average

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average

2023/24 (final) 60% 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

2024/25 (final) 65% 61% Close to average

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average

2022/23 (final) 58% 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.

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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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