School etc

Lonesome Primary School

Lonesome Primary School
Grove Road

phone: 020 86481722

headteacher: Miss Vanessa Stevens B.Ed (Hons) N.P.Q.H


school holidays: via Merton council

473 pupils aged 2—10y mixed gender
420 pupils capacity: 112% full

230 boys 49%

≤ 2153y314a104b44c135y236y267y328y309y2810y17

245 girls 52%

≤ 2113y374a134b54c135y306y327y288y289y3110y16

Last updated: June 18, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 528779, Northing: 169447
GPS coordinates
Latitude: 51.409, Longitude: -0.14978
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
July 10, 2013
Region › Const. › Ward
London › Mitcham and Morden › Longthornton
Urban > 10k - less sparse
Free school meals %

rooms to rent in Mitcham

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  21. 0.8 miles Harris Academy Merton CR41BP (1097 pupils)
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  23. 0.8 miles Rise Education CR43ED
  24. 0.8 miles Harris Primary Academy Merton CR41JW

List of schools in Mitcham

18 October 2013
Mrs Stevens
Lonesome Primary School
Grove Road
Dear Mrs Stevens

Requires improvement: monitoring inspection visit to Lonesome Primary

Following my visit to your school on 18 October 2013, I write on behalf of Her

Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the

findings of my visit. Thank you for the help you gave me and for the time you made
available to discuss the actions you are taking to improve the school since the most
recent section 5 inspection.
The visit was the first monitoring inspection since the school was judged to require
improvement following the section 5 inspection in July 2013. It was carried out
under section 8 of the Education Act 2005.
Senior leaders and governors are not taking effective action to tackle the areas
requiring improvement identified at the last section 5 inspection. The school should
take immediate action to:

 define the roles of senior leaders more precisely so that they can be made more

accountable for the areas of the school’s work for which they are responsible

 establish links with a good or outstanding school to allow leaders and governors

to learn from examples of excellent practice in leadership and governance.

1–4 Portland Square
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T 01173115323
Direct email: reveal email: suzy…


During the visit, meetings were held with you, other senior leaders, three members
of the governing body and a representative of the local authority to discuss the
action taken since the last inspection. The school action plan was evaluated. Short
visits were made to lessons in the Nursery, Reception and Year 1. Books from pupils
in Years 2 to 6 were checked to assess the impact of actions taken to improve
writing. Documents recording the monitoring of teaching and learning were

Main findings

Leaders are not taking effective action to improve teaching. The school’s evaluation
of the quality of teaching prior to the inspection was over generous. Leaders have
not analysed the reasons why teaching needs to improve accurately enough so
current monitoring is not sharp or rigorous. As a result, leaders and governors are
not clear about how the planned actions to tackle the areas for improvement are
going to make a difference.
Leaders are not taking effective action to improve leadership and management.
Leaders and governors do not have a realistic understanding of what needs to be
done to make it good. You understand the school’s strengths and weaknesses and
provide a clear direction but you take on too much of the work yourself. Senior
leaders are very committed and work hard but they do not provide you with enough
high quality support because they need help to develop their skills. Their
responsibilities are not clearly defined which means that they are not being held to
account for the aspects of the school’s work which they are in charge of.
Governors are beginning to develop a more accurate understanding of what needs
to be done; they accept that there needs to be more rapid improvement, particularly
in leadership, but they do not know how best to challenge weaknesses. They do not
have opportunities to learn about good and outstanding governance and have been
slow to arrange the external review of governance, due to take place in November.
Leaders are taking effective action to improve writing. The section of the action plan
that sets out how the school is going to improve writing is more precise than the
sections about teaching, and leadership and management. It is clear which leaders
are responsible for checking that writing is improving. The new writing and marking
policy is being followed by all staff and this is helping to improve pupils’ writing.
Regular meetings have been introduced to check a sample of books from each class
provide good opportunities to share practice, check consistency of the marking
across the school and to hold staff to account for progress of the pupils they teach.
Success will depend on how accurately leaders are able to check and evaluate the
impact of this approach.
Ofsted may carry out further visits and, where necessary, provide further support
and challenge to the school until its next section 5 inspection.

External support

External support is provided by the local authority manager for school improvement
who visits the school regularly to provide guidance and review progress. Review
findings present a more positive picture of the actions the school is taking than
evidence gathered during this monitoring inspection.

I am copying this letter to the Chair of the Governing Body and the Director of

Children’s Services for Merton.

Yours sincerely
Anne Wellham

Her Majesty’s Inspector

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