Christ Church CofE Primary School
phone: 020 72282812
headteacher: Mrs Colette Morris Npqh
220 pupils capacity: 94% full
105 boys 51%
105 girls 51%
Last updated: June 18, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 527406, Northing: 175840
- GPS coordinates
- Latitude: 51.467, Longitude: -0.16721
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 27, 2012
- Diocese of Southwark
- Region › Const. › Ward
- London › Battersea › Latchmere
- Urban > 10k - less sparse
- Free school meals %
- 0.2 miles The Junction SW112NZ
- 0.2 miles Sacred Heart RC Junior School SW112TD
- 0.2 miles Sacred Heart Infant School SW112TD
- 0.2 miles Sacred Heart Catholic Primary School, Battersea SW112TD (470 pupils)
- 0.3 miles Falconbrook Primary School SW112LX (318 pupils)
- 0.3 miles Falconbrook Infant School SW112LX
- 0.3 miles Latchmere Primary School SW115AD
- 0.3 miles Thames Christian College SW112HB (122 pupils)
- 0.4 miles Shaftesbury Park Primary School SW115UW (260 pupils)
- 0.4 miles Latchmere Infant School SW114LR
- 0.4 miles Classes Francophones De Londres SW115UW
- 0.5 miles High View Primary School SW112AA (335 pupils)
- 0.5 miles Battersea Park School SW115AP (709 pupils)
- 0.5 miles South London Montessori School SW113DS
- 0.5 miles Gideon School SW115TZ
- 0.5 miles Centre Academy London SW111SH (42 pupils)
- 0.5 miles L'Ecole de Battersea SW113DS (252 pupils)
- 0.5 miles Harris Academy Battersea SW115AP
- 0.6 miles Thomas's Battersea SW113JB (536 pupils)
- 0.6 miles Chesterton Primary School SW115DT (449 pupils)
- 0.6 miles John Burns Primary School SW115QR (210 pupils)
- 0.6 miles Joseph Tritton Primary School SW112TY
- 0.6 miles Ethelburga Primary School SW114QP
- 0.6 miles Salesian College SW113PB
|Inspection date(s)||27–28 February 2012|
Christ Church C of E Primary School
|Unique reference number||101035|
|Inspection dates||27–28 February 2012|
|Lead inspector||Sue Rogers|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Voluntary Aided|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Nu mber of pupils on the school roll||201|
|Appropriate authority||The governing body|
|Chair||Father Geoffrey Owen|
|Headteacher||Mrs Colette Morris|
|Date of previous school inspection||22 June 2009|
|School address||Batten Street|
|Telephone number||020 7228 2812|
|Fax number||020 7228 0747|
You can use Parent View to give Ofsted your opinion on your child’s school.
Ofsted will use the information parents and carers provide when deciding
which schools to inspect and when.
You can also use Parent View to find out what other parents and carers think
about schools in England. You can visit www.parentview.ofsted.gov.uk, or
look for the link on the main Ofsted website: www.ofsted.gov.uk
|Sue Rogers||Additional inspector|
|Kewal Goel||Additional inspector|
This inspection was carried out with two days’ notice. Inspectors observed 19 part-
lessons, taught by nine teachers. They also made shorter visits to all classes to look
at displays and observe individual pupils and groups at work. At these times they
heard younger pupils read. Inspectors also scrutinised planning, talked to pupils and
looked at their work. Meetings were held with groups of pupils, members of the
governing body and school leaders. Inspectors took account of the responses to the
on-line questionnaire (Parent View) in planning the inspection, observed the school’s
work and looked at safeguarding records, monitoring files on progress and the school
development plan. They met with parents and carers at the school gate and analysed
survey responses from pupils and staff, as well as 65 questionnaires returned by
parents and carers.
Information about the school
This is a smaller-than-average primary school with a Nursery class. Nearly 90% of
the pupils are from differing minority ethnic heritages, with the largest proportions
being Black African and Black Caribbean. The proportion of pupils who speak English
as an additional language and who are not fluent in English when they enter the
school is treble the national average. The proportion known to be eligible for free
school meals is also three times higher than the national average. The proportions of
disabled pupils and those who have special educational needs have decreased over
recent years and are in line with the national average. Their main needs are
moderate learning difficulties and emotional and behavioural problems. The school
meets the government’s current floor standards which set the minimum expectations
for pupils’ attainment and progress.
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||2|
|Leadership and management||2|
- This is a good school. Achievement in English and mathematics has improved
considerably since the previous inspection. The quality of education provided is
good and pupils respond well. The school is not outstanding as pupils’
achievement in mathematics does not match that in English because there are
too few opportunities for them to practise mathematical skills in all subjects.
Although teaching has improved, its quality is not yet consistently outstanding
in all subjects.
- All groups of pupils are making good progress and achieve well. Action to
improve writing and develop literacy across the curriculum by adapting the
timetable has enhanced progress in English. Similar opportunities for pupils to
consolidate their mathematical skills in other subjects are being developed.
- Teaching has improved because of the successful drive to improve it in English
and mathematics. Pupils enjoy their lessons and achieve well because they
respect and like their teachers and are experiencing success as a result of good,
and sometimes better, teaching.
- Staff have worked effectively to make sure that pupils feel secure. Pupils
behave well in lessons and around the school, reflecting the good provision for
their spiritual, moral, social and cultural development. Pupils of all ethnicities
play harmoniously together.
- The headteacher is the driving force behind the school’s improvement. She has
built an effective team of staff who all share her priorities and organisation to
improve achievement and teaching. Leaders have been very successful in
raising attainment by effective concentration on improving the teaching of
English and mathematics through close monitoring and effective management
of performance. There is less emphasis on identifying common areas for
development in teaching generally, so teaching in other subjects is not
consistently as strong as it is in English and mathematics.
What does the school need to do to improve further?
- Accelerate the closure of the narrowing gap between results in English and
mathematics by providing further opportunities for pupils to practise and apply
mathematical skills across the curriculum.
- Increase the proportion of outstanding teaching through:
– leaders and managers taking more of an overview when monitoring to
identify whole-school aspects for development
– identifying common competencies for the development of teaching in other
areas of the curriculum.
Achievement of pupils
Children enter the school in both Nursery and Reception classes with skill levels that
are substantially below those expected typically of children of that age. Although
they make good progress in the Early Years Foundation Stage, their attainment
remains below average when they join Year 1. All groups of pupils, irrespective of
social backgrounds, have made increasingly good progress over recent years. This is
because improvements in teaching have taken effect. Consequently, pupils’
attainment in reading, writing and mathematics at the end of Year 6 has risen year
on year and is broadly in line with national averages.
Pupils with disabilities and those with special educational needs are especially well
supported because their learning and behavioural needs are clearly identified and
staff know what to do to support them in lessons. Some pupils of Black Caribbean
origin were previously making slower progress than their peers, but the school has
closed the gap with well-planned individual attention for them. Pupils from all ethnic
heritages achieve equally well. Topics studied are of interest to all groups of pupils,
and boys, especially, are given incentive to write. For example, one class was basing
diary writing on a football-themed book,
Billy the Kid
, which greatly motivated boys.
The school is successful in increasing the proportion of pupils who achieve the higher
Level 5, especially in reading. More-able pupils now make good progress in all
subjects, as teachers put more thought into challenging extension activities.
The enthusiasm with which pupils talk about their school and show this in lessons is
a key feature of Christ Church. Pupils and parents and carers believe that progress is
good, and inspection findings fully endorse their views. Pupils become animated as
they explain what they have been learning and are, invariably, very keen to do
better. This positive attitude to learning is apparent across the school. Reception
children, for example, were seen excitedly competing to explain how they had
extended their vocabulary by looking at, and talking about, flowers. Year 6 pupils
were motivated by helpful feedback on how to improve their play scripts. They
responded well to both positive comment and improvement advice; all clearly knew
specifically what they had to do to improve and acted positively to do so. They were
all looking forward to sharing the finished product with their ‘reading buddies’ in Year
1. When they did so, the process improved their own speaking and writing skills and
helped develop the reading of their younger peers as well.
Reading and writing have improved from opportunities to practise these skills across
the curriculum. Nearly all pupils have a solid basis in early reading skills, and
attainment in reading at the end of Years 2 and 6 is in line with national averages.
The strong emphasis on making sure that pupils know their letter sounds (phonics) is
particularly effective in assisting the many pupils for whom English is an additional
language to gain confidence with the language to enable them to successfully access
the full curriculum. Mathematics has been developed well through the use of a new
practical scheme of work that has helped learners understand how to calculate more
effectively. The school knows that there is not yet enough problem-solving in real-life
contexts planned in all subjects to ensure that progress in mathematics fully matches
that made in English.
Quality of teaching
School leaders have made improving teaching a priority. They have gone about this
by analysing where there were gaps in pupils’ subject knowledge and where progress
was not secure. Effective training in using more active methods and approaches has
also generated useful new resources. For example, whole-school training has
concentrated on giving the curriculum increased impact on learning by teaching time,
shape, space and measurement more effectively, and teachers have reinforced each
other’s good practice. All teachers have adopted a challenging, practical approach
that complements their new mathematics scheme and engages pupils fully in their
learning. Year 3 pupils, for example, were observed as they excitedly began to
comprehend the challenging concept of negative numbers by filling in holes while
gardening. This was a small-group task, well managed by a teaching assistant. It
demonstrates the effective way in which teachers are using their staff to move
learning on as swiftly as possible. However, mathematical investigations that would
prompt pupils to practise and apply their skills are lacking in some other relevant
These practical activities, adapted to pupils’ learning needs, help them to enjoy their
learning. Teachers usually make it very clear what learning is intended. Their
effective feedback on what can be improved, especially in English, gives learners
confidence. As a result, pupils trust their teachers and listen very carefully to what is
said. Relationships between pupils and staff are excellent. Teachers are especially
good at reinforcing the difference between right and wrong, as well as giving pupils
insight into understanding and respecting differences in others. Consequently, pupils’
spiritual, moral, social and cultural development is much enhanced by teaching.
Pupils are, rightly, very positive about their teachers and the quality of teaching, as
are most parents and carers. As one pupil said, ‘Teaching is 99.9% good.’
All teachers plan carefully in order to meet the needs of pupils of all abilities and
needs. They invariably check that those pupils who are in the early stages of learning
English understand what is wanted. Pupils with special educational learning needs
are provided with resources well adapted to their needs.
Behaviour and safety of pupils
The school is a very cohesive community because teachers work hard and effectively
to promote strong spiritual, moral, social and cultural development in the pupils. The
‘green team’ and the school council work hard to help their school improve and stay
eco-friendly. Pupils are very enthusiastic about their school gardens as many do not
have opportunities to grow plants and learn about nature and the environment at
home. Parents and carers particularly value the approachability of the staff and the
small, intimate sense of community. Most parents and carers, and the majority of
pupils, think that behaviour is good and has improved over recent years. Inspectors
agree. The teachers’ consistent approach has resulted in pupils who are very polite
and helpful. For instance, they courteously hold doors open for visitors. They
understand and support the school’s high expectations of their behaviour.
Pupils behave well in class, are very attentive to teachers and work very well with
each other. They persevere with their work, even when they find it difficult. The
small group of pupils with special educational emotional and behavioural needs is
well managed. There are very occasional disturbances to lessons, but incidents are
very few and disruption is kept to a minimum. Behaviour is improving through the
enforcement of increasingly rigorous policies and procedures and the development of
Pupils have a good understanding of how to keep safe and say they feel very safe in
school. They also have a good awareness of different types of bullying. For example,
pupils are very informed about avoidance of, and ways to deal with, cyber bullying.
They say that any form of bullying is rare and that any incidents will be dealt with
quickly and effectively by the school. Pupils’ attendance has improved considerably,
thanks to the school’s rigorous procedures, and is now above average.
Leadership and management
The headteacher is dedicated to improving the school and has worked effectively
with middle leaders and staff to improve all major areas of school practice. The
school has improved the curriculum, which has supported improved achievement and
teaching in mathematics and English. Pupils’ spiritual, moral, social and cultural
development is strongly promoted. For example, the headteacher led a very moving
assembly in which she made a Lent call for water aid in Africa, and pupils responded
sensitively and reflectively.
Leaders have focused on driving up standards by improving the quality of teaching.
Effective programmes support new teachers and enhance their skills as quickly as
possible. More-experienced teachers are deployed alongside new staff to model good
practice and give advice and encouragement. Senior leaders are influential in
monitoring staff and in helping to model learning strategies. For example, senior
leaders have trained other teachers on how to give effective feedback. Leaders make
good use of assessment information to track progress made by individual pupils and
to set challenging targets. Accurate self-evaluation has helped them improve the
teaching of mathematics and English, by developing teachers’ skills and subject
knowledge. Monitoring ensures that teachers are very well supported and developed
at an individual level. There is not yet enough time spent in identifying, and focusing
on, the common areas for training across the school that will move teaching from
good to outstanding in all subjects.
The school promotes equality and tackles discrimination effectively. Leaders have
worked hard to ensure that all groups of pupils achieve equally well. Sustained
improvements to teaching quality and to achievement and the maintenance of pupils’
positive attitudes to learning and good behaviour since the previous inspection show
the school has strong capacity to improve still further.
Governors are knowledgeable about the school and are very supportive as well as
challenging. Arrangements for safeguarding children, including child protection
policies and procedures, are robust. Statutory requirements for safeguarding are
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
school provides exceptionally well for all its pupils’ needs.
|Grade 2||Good||These are very positive features of a school. A school |
that is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory |
school is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see www.ofsted.gov.uk).
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Primary schools include primary academy converters. Seco ndary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning and development taking account of their
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Attendance the regular attendance of pupils at school and in
lessons, taking into account the school’s efforts to
encourage good attendance.
Behaviour how well pupils behave in lessons, with emphasis
on their attitude to learning. Pupils’ punctuality to
lessons and their conduct around the school.
Capacity to improve: the proven ability of the school to continue
improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school’s overall
effectiveness based on the findings from their
inspection of the school.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured
by comparing the pupils’ attainment at the end of a
key stage with their attainment when they started.
Safety how safe pupils are in school, including in lessons,
and their understanding of risks. Pupils’ freedom
from bullying and harassment. How well the school
promotes safety, for example e-learning.
29 February 2012
Inspection of Christ Church C of E Primary School, Wandsworth
I am writing to thank you for making us so welcome when we visited your school to
carry out our inspection. Thank you also to those of you who filled in questionnaires,
and special thanks to those of you who gave up time to speak to us. We enjoyed
talking to you. It was delightful to hear how much you like your school and to see
how hard you try in your lessons.
Here is what we decided about your school:
- This is a good school and there have been good improvements since the last
- All of you make good progress in your lessons in both English and mathematics.
Progress in English is slightly better than progress in mathematics.
- The teaching is good and you really enjoy your lessons.
- You all behave well and feel very safe at school.
- You have a good headteacher and the leaders and governors manage your
Although your school is a good one, we think that you and the teachers could make
it still better by:
- teachers giving you more opportunities to practise mathematical skills in other
- leaders organising training for groups of teachers so as to improve teaching still
more and so there are more outstanding lessons
With best wishes for your continued success