School etc

Gallions Mount Primary School

Gallions Mount Primary School
Purrett Road

phone: 020 88542691

headteacher: Mr D Johnston

reveal email: s…


school holidays: via Greenwich council

422 pupils aged 2—10y mixed gender
472 pupils capacity: 89% full

225 boys 53%

≤ 234a84b64c115y356y237y298y369y3510y29

195 girls 46%

≤ 233y94a84b134c105y256y357y288y229y2110y22

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 %

rooms to rent in Greenwich

Schools nearby

  1. 0.2 miles Churchfield School SE20HY
  2. 0.2 miles Manormead School SE20HY
  3. 0.3 miles Bannockburn Primary School SE181HE (664 pupils)
  4. 0.4 miles St Paul's Catholic School SE20XX
  5. 0.5 miles Conway Junior School SE181QY
  6. 0.5 miles Conway Infant School SE181QY
  7. 0.5 miles Rockliffe Manor Primary School SE182NP (238 pupils)
  8. 0.5 miles St Thomas A Beckett Roman Catholic Primary School SE29LY (315 pupils)
  9. 0.5 miles Conway Primary School SE181QY (435 pupils)
  10. 0.6 miles Abbey Wood Nursery School SE20SX (138 pupils)
  11. 0.6 miles Alexander McLeod Infant School SE20QS
  12. 0.6 miles Timbercroft Junior School SE182SG
  13. 0.6 miles Timbercroft Infant School SE182SG
  14. 0.6 miles Greenslade Primary School SE182QQ (241 pupils)
  15. 0.6 miles St Patrick's Catholic Primary School SE187QG (360 pupils)
  16. 0.6 miles Plumstead Manor School SE181QF (1455 pupils)
  17. 0.6 miles St Paul's Academy SE29PX (1091 pupils)
  18. 0.6 miles Timbercroft Primary School SE182SG (430 pupils)
  19. 0.6 miles Alexander McLeod Primary School SE20QS (587 pupils)
  20. 0.6 miles Schoolhouse Education SE29LZ (21 pupils)
  21. 0.6 miles Negus Sixth Form Centre SE181QF
  22. 0.7 miles Alexander McLeod Junior School SE20QS
  23. 0.7 miles Abbey Wood School SE29AJ
  24. 0.7 miles Mulgrave Junior School SE187QA

List of schools in Greenwich

School report

Gallions Mount Primary


Purrett Road, Plumstead, London, SE18 1JR

Inspection dates 19–20 November 2013
Overall effectiveness This inspection: Good 2
Previous 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
key stages.
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
and mathematics.
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
more easily.
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.

Inspection team

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

Full report

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

Inspection judgements

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
    of learning.
  • 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 Judgement Description
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

School details

Unique reference number 100126
Local authority Greenwich
Inspection number 425593

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
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
Email address reveal email: h…


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