Gallions Mount Primary School
phone: 020 88542691
headteacher: Mr D Johnston
472 pupils capacity: 89% full
225 boys 53%
195 girls 46%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 545821, Northing: 178268
- GPS coordinates
- Latitude: 51.485, Longitude: 0.098724
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 19, 2013
- Region › Const. › Ward
- London › Erith and Thamesmead › Plumstead
- Urban > 10k - less sparse
- Free school meals %
- 0.2 miles Churchfield School SE20HY
- 0.2 miles Manormead School SE20HY
- 0.3 miles Bannockburn Primary School SE181HE (664 pupils)
- 0.4 miles St Paul's Catholic School SE20XX
- 0.5 miles Conway Junior School SE181QY
- 0.5 miles Conway Infant School SE181QY
- 0.5 miles Rockliffe Manor Primary School SE182NP (238 pupils)
- 0.5 miles St Thomas A Beckett Roman Catholic Primary School SE29LY (315 pupils)
- 0.5 miles Conway Primary School SE181QY (435 pupils)
- 0.6 miles Abbey Wood Nursery School SE20SX (138 pupils)
- 0.6 miles Alexander McLeod Infant School SE20QS
- 0.6 miles Timbercroft Junior School SE182SG
- 0.6 miles Timbercroft Infant School SE182SG
- 0.6 miles Greenslade Primary School SE182QQ (241 pupils)
- 0.6 miles St Patrick's Catholic Primary School SE187QG (360 pupils)
- 0.6 miles Plumstead Manor School SE181QF (1455 pupils)
- 0.6 miles St Paul's Academy SE29PX (1091 pupils)
- 0.6 miles Timbercroft Primary School SE182SG (430 pupils)
- 0.6 miles Alexander McLeod Primary School SE20QS (587 pupils)
- 0.6 miles Schoolhouse Education SE29LZ (21 pupils)
- 0.6 miles Negus Sixth Form Centre SE181QF
- 0.7 miles Alexander McLeod Junior School SE20QS
- 0.7 miles Abbey Wood School SE29AJ
- 0.7 miles Mulgrave Junior School SE187QA
Gallions Mount Primary
Purrett Road, Plumstead, London, SE18 1JR
|Inspection dates||19–20 November 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because:
| Pupils achieve well. Over the past two years |
Attainment is broadly average at both key
Children in the Early Years Foundation Stage
The quality of teaching is mostly good and
pupils have made consistently good progress
in reading, writing and mathematics in both
stages, though it is a little lower in
mathematics at the end of Year 6 than in
reading and writing. The most able pupils
attained the higher Level 6 in reading, writing
make good progress and are well prepared
for the move to Year 1.
some of it is outstanding. It is well pitched to
the needs of individual pupils who are trained
to develop independent thinking skills.
| Potentially vulnerable pupils are well provided |
Senior and middle leaders, governors and staff
Governors are very supportive of the senior
Behaviour is good in and around the school.
for and receive very effective support.
make rigorous checks on the quality of
teaching and on pupils’ progress with a critical
eye towards improvement. This contributes to
maintaining the good quality of teaching and
leaders in all they do to provide good
education. They care deeply about the children
in this school, no matter what their home
circumstances or backgrounds might be.
Pupils are at ease with themselves and this is
reflected in the way they quietly get on with
learning tasks as if they were the most natural
thing to do, with no fuss.
| Not enough teaching is outstanding. Although |
pupils get clear feedback and information on
how to improve their learning in English, the
same is not happening in mathematics.
| In mathematics, the youngest pupils, the |
disabled and those with special educational
needs are not always provided with practical
resources that would help them solve problems
|Inspection report:||Gallions Mount Primary School, 19 20 November 2013||2 of 9|
Information about this inspection
- Inspectors observed 17 lessons, three of which were carried out jointly with the headteacher.
They also carried out an extensive scrutiny of pupils’ workbooks jointly with the headteacher.
- Meetings were held with the senior management team, with a number of subject and other
leaders, with teachers and teaching assistants, with the Chair of the Governing Body and other
governors, and with a representative of the local authority.
- Inspectors talked to pupils, parents and carers to see how they feel about the school in general.
They also listened to pupils read.
- Inspectors looked at the relevant documents, including the school’s self-evaluation, the school’s
improvement plan and policies regarding behaviour and attendance and the safeguarding of all
- Inspectors examined the most recent government data on the attainment of pupils in the school
and the school systems for checking on pupils’ progress through the school year.
- In addition, inspectors took account of the responses from 11 parents and carers to the online
questionnaire (Parent View).
- Responses from 37 members of staff to the staff questionnaire were also considered.
|Mina Drever, Lead inspector||Additional Inspector|
|Vicky Turner||Additional Inspector|
|John Mason||Additional Inspector|
|Inspection report:||Gallions Mount Primary School, 19 20 November 2013||3 of 9|
Information about this school
- This is a much larger than average size primary school, with three quarters of the pupils
representing many different ethnic backgrounds, the largest group being Black African.
- Half of the pupils speak English as an additional language.
- The proportion of pupils in receipt of additional funding (the pupil premium) is greater than the
national average. In this school the grant is provided for those pupils eligible for free school
meals, for service children and for looked after children. More than half of the pupils in Year 6
are in receipt of this funding.
- The proportion of pupils identified with special educational needs at school action is above the
national average. The proportions of those supported at school action plus or with a statement
of special educational needs are much larger than the national average.
- Mobility is much greater than the national average. Over the last three years new pupils have
entered the school during Year 5 and Year 6. Some have come to this school from within the
borough but most of these late entries arrive from abroad having had a very different education.
- Children enter the school either in Nursery at age three or in Reception at age four, some with
little or no English on arrival.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- The school is a partner in a cluster of nine schools, eight primaries and one secondary.
What does the school need to do to improve further?
- Improve the quality of teaching and learning from good to outstanding by:
providing more practical activities and resources for the youngest pupils and those who are
disabled and with special educational needs to explore concepts and solve problems in
ensuring that pupils know how to improve their learning in mathematics by establishing a clear
teacher-pupil dialogue when marking pupils’ work.
|Inspection report:||Gallions Mount Primary School, 19 20 November 2013||4 of 9|
|The achievement of pupils||is good|
- Pupils achieve well from their different starting points. Children enter the Early Years
Foundations Stage well below the stages of development expected for their age. Many arrive
with little or no English. They make good progress and are well prepared for entry into Year 1.
- Pupils achieve well in Key Stage 1. Progress improved over the last three years in reading,
writing and mathematics. In 2013 the results of the Year 1 phonics screening check
(understanding the sounds that letters make in English) were well above the national average.
Attainment rose in reading, writing and mathematics.
- Progress at Key Stage 2 has remained consistently good over the last two years. Attainment in
2013 was average, with a drop in mathematics. The most able pupils performed well in the
grammar, punctuation and spelling test, and some reached Level 6 in mathematics.
- Some of the pupils who arrive midway through their primary school career come from very
different educational backgrounds or with no records of their previous achievement. They
receive intensive support to enable them to catch up, although their attainment by the end of
Year 6 is typically lower than that of their peers.
- Pupils’ workbooks show that they make rapid progress over very short period of times. For
example, Year 4 pupils’ books showed progress in writing from constructing simple sentences at
the start of September to using more complex features of writing in November.
- Disabled pupils and those with special educational needs make good progress as a result of very
carefully identified interventions. All these pupils have individual educational plans. Highly
trained assistants provide very sensitive support. Many of these children come to this school with
profound emotional needs. They find caring staff who give every child opportunities to reach his
or her potential.
- Test results at the end of Year 6 in 2012 and the provisional results for 2013 show that pupils
eligible for the pupil premium who have had the majority of their education at Gallions Mount
reach similar levels of attainment to other pupils in the school. The small proportion who arrive
during Years 5 and 6 do not always do as well as their peers.
- Achievement is not outstanding because pupils do not make the same rate of progress in
mathematics as they do in reading and writing. They do not receive the same high-quality
written feedback in their workbooks as they do in writing so that they know exactly what they
need to do to improve their learning.
|Inspection report:||Gallions Mount Primary School, 19–20 November 2013||5 of 9|
|The quality of teaching||is good|
- Teaching is well structured and well pitched to the learning needs of different ability groups and
individuals, with high expectations and high levels of challenge. As a result, pupils make good
progress in lessons, including those in receipt of the pupil premium, the disabled and those with
special educational needs.
- Pupils’ workbooks are regularly marked. They receive clear written feedback on how they can
improve their work in writing. This clear feedback is missing in mathematics books. However, all
work, in English and in mathematics, is very well presented and pupils are very proud of this. In
addition, pupils read widely and well.
- Teachers and teaching assistants pass on great enthusiasm for learning. They use questioning
techniques that foster independent thinking.
- Teachers monitor learning regularly during the lessons. They ask pupils to tell their peers what
they think they have done well or what they have not done so well and explain why. Pupils are
used to this routine, which is very sensitively done, and they are proud to explain how they think
they are doing.
- Teaching in the Early Years Foundation Stage is good. The outdoor environment is excellent and
it is organised well so as to provide plenty of opportunities for good progress in all areas of
development, including physical development, language, number awareness and social skills.
- Literacy is well taught, including phonics. There is a strong emphasis on good quality writing and
mistakes are routinely corrected so that pupils make good progress in spelling and in using other
conventions for writing. High standards of writing are expected in English and in all other areas
- Teaching is not outstanding because the teaching of mathematical concepts to the younger
pupils and those with special educational needs is not sufficiently practical and as a result they
find it harder to understand and learning slows. Pupils have too few opportunities to carry out
investigations and solve problems by using tactile materials such as building blocks and coins. In
addition, pupils do not receive clear written feedback in mathematics on how to improve their
|The behaviour and safety of pupils||are good|
- Behaviour around the school and at break times is orderly, reflecting good development of social
skills. Pupils at all times are at ease with themselves, with other pupils and with all adults. They
conduct themselves responsibly and are always courteous.
- Lessons are rarely disrupted because teachers manage learning behaviour very effectively. Pupils
have good attitudes to learning. They enjoy their work and collaborate well together in group
tasks. They respond well to adults’ guidance and as a result they gain in confidence and strive to
do well, whatever their starting points.
- Pupils are punctual to lessons and rarely late to school. Attendance improved to above average
in 2012 and is currently average. Fixed-term exclusions are rare, used very occasionally only to
reinforce the code of conduct and the school’s golden rules of behaviour.
- Pupils are happy and feel safe and their parents and carers agree that their children are safe.
They understand different types of bullying and they say that instances of bullying are rare.
Occasional incidents are well managed by all staff.
- The school provides a safe haven called ‘The Place to Be’ for potentially vulnerable pupils and
those in need of emotional support and counselling. Through talk therapy, well-trained adults
help pupils to gain confidence and a sense of self-worth, which has a positive impact on their
progress. A family support worker liaises with families promptly as the need arises to help them
support their children’s education. These areas are particular strengths of the school.
- Behaviour is not outstanding because in some mathematics lessons younger pupils and those
with special educational needs do not grasp basic concepts when they are presented in ways
which are too abstract and not sufficiently practical. As a result of this, pupils lose concentration
and make slower progress than they should.
|Inspection report:||Gallions Mount Primary School, 19–20 November 2013||6 of 9|
|The leadership and management||are good|
- Leaders have rigorous systems in place for monitoring pupils’ progress and the quality of
teaching, including lesson observations which identify areas for individual teachers’ professional
development. This has played a key role in the improved quality of teaching.
- Leaders have good systems for identifying and responding to the needs of disabled pupils and
those with special educational needs. They take great care to meet the needs of each child, no
matter what that need might be. As a result these pupils make good progress. For example,
pupils in Years 1, 2 and 3 moved up at least one National Curriculum level in reading in 2013,
which represents very good progress.
- Governors, senior and middle leaders and all staff care deeply for each and every child. They set
ambitious goals for the school as a whole and for individual pupils. This helps all groups of pupils
to make good progress.
- The spiritual, moral, social and cultural development of the pupils is supported well by the rich
topic-based curriculum. This is celebrated in the class assemblies, attended by parents and
carers, where pupils show artwork and sing songs related to a particular topic. For example,
Year 1 pupils presented activities in their search of ’10 things to make the world a safer
environment’, which included taking the bus to listen to the London Philharmonic Orchestra,
drawing the instruments they were playing and then categorising them into string and
percussion families of instruments. Pupils get involved in local charitable events and visit other
places of worship in their study of other religions.
- Provision is good for pupils who speak English as an additional language. After an initial
assessment of English on arrival they are given appropriate language support in all subjects, as a
result of which they make good progress, in line with other pupils in school.
- The school spends the pupil premium funding well by providing appropriate programmes to
accelerate progress, such as literacy support, dyslexia packs which help dyslexic pupils to read
and spell well, counselling, transport costs to visits and the training of teaching assistants in
speech and language support.
- The spending of new government funding for developing physical education is at an early stage.
Leaders are working with partner schools to provide competitive sports and meet transport costs
for inter-school sports events. A number of sports clubs are in place in school which have a good
impact on developing healthy lifestyles. Dancing and movement lessons are well established.
- The school has built very good relationships with families. Parents and carers are very supportive
and they attend their children’s class assemblies with pride and high expectations. In
conversation, they praised the approachability of staff, the quality of teaching and the progress
their children make.
- The school meets the statutory safeguarding requirements.
- The local authority has worked well with the school on a ‘light touch’ basis for a number of
- The governance of the school:
Governors are effective in ensuring high quality of education for the pupils in this school, for
whom they care deeply. They have received the necessary training to know how to challenge
the school about pupils’ achievement, in particular that of those pupils in receipt of the pupil
premium, the disabled and those with special educational needs. They scrutinise achievement
data to good effect. They hold the school to account through its subcommittees and through
the performance management of the headteacher. They monitor and ratify policies and the
performance management targets of teachers. They participate in the school’s self-evaluation
and improvement plan. They monitor the budget carefully and make sure that the pupil
premium funding is spent appropriately.
|Inspection report:||Gallions Mount Primary School, 19 20 November 2013||7 of 9|
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Inspection report:||Gallions Mount Primary School, 19 20 November 2013||8 of 9|
|Unique reference number||100126|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||438|
|Appropriate authority||The governing body|
|Chair||Mr Hubert Enright|
|Headteacher||Mr Doug Johnston|
|Date of previous school inspection||15–16 October 2008|
|Telephone number||020 8854 2691|
|Fax number||020 8854 7134|
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