Lucas Vale Primary School
Headteacher: Ms M Harracksingh
reveal email address
School holidays for Lucas Vale Primary School via Lewisham council
343 pupils capacity: 122% full
220 boys 53%
200 girls 48%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 537042, Northing: 176596
- GPS coordinates
- Latitude: 51.472, Longitude: -0.028276
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- March 2, 2010
- Region › Const. › Ward
- London › Lewisham, Deptford › Brockley
- Urban > 10k - less sparse
- Free school meals %
- 0.2 miles Myatt Garden Primary School SE41DF (505 pupils)
- 0.2 miles Ashmead Primary School SE84DX (295 pupils)
- 0.2 miles St Stephen's Church of England Primary School SE84ED (285 pupils)
- 0.2 miles Addey and Stanhope School SE146TJ (645 pupils)
- 0.3 miles LeSoCo SE41UT
- 0.3 miles Goldsmiths College, University of London SE146NW
- 0.3 miles Schoolhouse Education SE84EW
- 0.4 miles Lewisham Bridge Primary School SE84BL
- 0.4 miles Tidemill Primary School SE84RN
- 0.4 miles Tidemill Academy SE84RJ (465 pupils)
- 0.5 miles Childeric Primary School SE146DG (459 pupils)
- 0.5 miles St James's Hatcham Church of England Primary School SE146AD (240 pupils)
- 0.5 miles St Joseph's Catholic Primary School SE83PH (295 pupils)
- 0.5 miles Mayflower Independant School SE137QY
- 0.6 miles Morden Mount Primary School SE137QP (365 pupils)
- 0.6 miles Deptford Green School SE146LU (849 pupils)
- 0.6 miles Hatcham Wood School SE42NY
- 0.6 miles The Shepherd's Community School SE41YA
- 0.6 miles Haberdashers Askes School SE145NY
- 0.6 miles Telegraph Hill School SE42NY
- 0.6 miles Trinity Laban SE83DZ
- 0.6 miles Crossways Sixth Form SE42NL
- 0.7 miles Rachel McMillan Nursery School SE83EH (122 pupils)
- 0.7 miles Grinling Gibbons Primary School SE85LW (304 pupils)
Ofsted report transcript
Lucas Vale Primary School
100695Unique Reference Number
13 October 2006Inspection date
Steven HillReporting inspector
This inspection of the school was carried out under section 5 of the Education Act 2005.
Thornville StreetSchool addressPrimaryType of school
311Age range of pupils
020 8692 4660Telephone numberMixedGender of pupils
020 8305 8619Fax number272Number on roll (school)
Rosie FooksChairThe governing bodyAppropriate authority
4 June 2001Date of previous school
Inspection numberInspection dateAge group
28584913 October 2006311
© Crown copyright 2006
This document may be reproduced in whole or in part for non-commercial educational purposes, provided that
the information quoted is reproduced without adaptation and the source and date of publication are stated.
Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must
provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost
of reproduction may be made for any other copies supplied.
Inspection Report: Lucas Vale Primary School, 13 October 2006
The inspection was carried out by an Additional Inspector.
Description of the school
This is a medium-sized primary school with nursery provision. It is ethnically diverse,
with just 16% of pupils from a White British background. About 70% of pupils come
from different Black heritages and 10% from Eastern Europe. Pupils' social and
economic circumstances are much less favourable than average, with over 50% entitled
to free school meals. There is a high proportion of pupils with learning difficulties or
disabilities. A very high proportion of pupils speak English as an additional language,
with increasing numbers at the early stages of learning English. Mobility is very high,
with large numbers of pupils starting school at other than the usual time. Many of
these are new to this country and to the English language. The overall attainment of
pupils when they start in the school is much lower than that usually found in schools
Key for inspection grades
1Inspection Report: Lucas Vale Primary School, 13 October 2006
Overall effectiveness of the school
This is a good and improving school. Pupils of all backgrounds thrive socially and
academically in an atmosphere where all pupils are included. The care, support and
guidance provided to pupils are outstanding, resulting in a happy, harmonious
multi-racial community where pupils know they are valued and enjoy learning. Good
leadership and management have resulted in improvements in standards and behaviour
in the last two years.
Pupils' achievement is good because of good teaching. Despite low attainment when
pupils start, they make good progress, and standards are in line with national averages
by the time they leave in Year 6. However, a large proportion of pupils throughout
the school still have weaknesses in their speaking and listening skills. Pupils who stay
at this school throughout their primary years achieve standards that are above average.
Bilingual pupils make good progress in learning English, because of the effective help
they are given, based on thorough assessment of their progress. Children who start
in the Foundation Stage get off to a good start because of the sensitive support and
good teaching they receive in both Nursery and Reception classes. Pupils who arrive
at different times, in all year-groups, are also given carefully tailored support to help
them settle in happily and achieve well in lessons.
Teachers have high expectations of pupils' work and behaviour and manage classes
well. They work hard to make lessons interesting, so pupils concentrate well and say
that learning is fun. Behaviour is good and pupils work hard and take a pride in their
achievements. Teachers make good use of practical activities to generate enthusiasm,
and pupils work well as part of a team. However, sometimes opportunities are missed
to develop pupils' speaking and listening skills in a structured way.
The school's curriculum is satisfactory, and is enhanced by a range of visitors and visits.
There is good provision for extra-curricular clubs, particularly for older pupils. This
year the school is experimenting with a new curriculum to make better links between
subjects, and to provide more effectively for mixed-age classes. This is not yet complete
and its effectiveness has not been assessed.
The leadership of the headteacher and senior colleagues has led to better
self-evaluation, which is now good. The information gained, from a more detailed
monitoring of teaching quality and pupils' progress, has been used to improve teaching
and raise standards. Many middle managers are new to their posts and have not had
the opportunity to make an impact on their subjects. They have had little chance to
check on provision and standards, in subjects other than English, mathematics and
science. This is now a priority for the school, which is well poised to improve further,
based on its record of improvements to date.
What the school should do to improve further
- Improve pupils' speaking and listening skills by providing more structured
opportunities to develop them in lessons.
2Inspection Report: Lucas Vale Primary School, 13 October 2006
- Increase the role of middle managers, particularly in monitoring provision and
outcomes in subjects across the curriculum.
- Complete the implementation of the new curriculum structure and evaluate its
Achievement and standards
In Reception and the Nursery pupils achieve well, particularly in their personal, social
and emotional development. However, their standards are still well below those normally
found by the time they go into Year 1, because of their low starting points. Standards
by the end of Year 2 have been below average in reading, writing and mathematics
for two years, an improvement following a dip in 2004 when standards were
exceptionally low. The current standards represent good progress, particularly as many
pupils are still getting to grips with speaking and writing English during Years 1 and
For the last two years, pupils in Years 3 to 6 have made good progress by building on
the good start in the earlier classes to reach average standards by the end of Year 6.
This year, pupils in Year 6 who had been in the school since Reception achieved
standards above the national average. Very few failed to reach the expected Level 4,
compared to schools nationally.
All pupils achieve well including bilingual pupils, pupils who start at different times
and those with learning difficulties or disabilities. This is because of good teaching,
and extra help that is carefully targeted on those pupils who need it.
Personal development and well-being
Pupils' personal development and well-being are good. Behaviour is good in class and
pupils work hard, both individually and collaboratively. Boys and girls from different
ethnic groups get on well with each other and with their teachers. Although a few
pupils sometimes find it difficult to conform to expected standards of behaviour, this
improves as they get older because staff deal firmly and sensitively with any issues.
As a result, there is little disruption to learning. In conversation, pupils stressed that
behaviour in the playground had improved in recent years and is now good. Pupils'
spiritual, moral, social and cultural development is good. Pupils have a good
understanding of healthy lifestyles and were active in pressing for more healthy options
for school lunches. They contribute well to the life of the school, particularly through
the school council, and play a big part in the local community, as well as further afield,
including through supporting charities. They know how to keep themselves safe. Pupils
enjoy school, both in lessons and socially and take a pride in their accomplishments.
Their good progress in basic skills, good teamwork, and positive attitudes to work
stand them in good stead for their future lives, both in education and outside. Although
3Inspection Report: Lucas Vale Primary School, 13 October 2006
pupils' attendance is below average, the school is working diligently and successfully
to improve this.
Quality of provision
Teaching and learning
Pupils respond positively to teachers' high expectations of work and behaviour, so
that teaching and learning are good. Teaching in the Nursery and Reception draws a
good balance between activities directed by the adults, and good opportunities for
children to make choices and develop their independence. Here, as in the rest of the
school, very good relationships with staff contribute to pupils' confidence and progress.
Pupils enjoy their lessons and generally concentrate well on the interesting tasks that
teachers give them.
Teachers make good use of the school's vastly improved assessment information to
match work carefully to pupils' needs. Effective extra help is given, by both teachers
and the highly skilled teaching assistants, to pupils who need it. This includes those
who are just learning English, pupils who arrive at different times of year, and those
with learning difficulties and disabilities. This is a major factor in their good
achievement. Collaborative work is promoted well so that pupils are good at working
in teams by the time they reach Year 6. However, sometimes opportunities are missed
to develop pupils' speaking and listening skills.
Curriculum and other activities
The curriculum is satisfactory. The school is currently trying a new plan to make better
links between different subjects, and to provide more effectively for mixed-age classes.
This is successful in generating interest for pupils and is resulting in lively and engaging
lessons. The school has yet to finally formalise the curriculum in writing, and to analyse
its effectiveness, particularly in how well it covers all the required strands of different
subjects. There is a good range of enrichment activities provided for older pupils, and
an increasing number are being provided for the younger classes. The curriculum
provides well for pupils' personal, social and health education, and makes good use
of pupils' varied backgrounds to enrich the provision for cultural education.
Care, guidance and support
The pastoral care given to pupils is excellent, and is due to be expanded by the
appointment of a member of staff to support the emotional development of vulnerable
pupils. Systems to keep pupils safe and healthy are well established and effective.
Recent improvements in tracking pupils' progress mean that the school is able to
provide good academic guidance to individuals, securely based on this information.
4Inspection Report: Lucas Vale Primary School, 13 October 2006
This underpins their improving standards and personal development. Extremely good
links with other organisations and schools are used well to help pupils succeed.
Extremely good systems are in place to ensure that new pupils are welcomed into
school and feel safe, secure, happy and ready to learn. The parent of one recent arrival
wrote '...he's really enjoying it ...I've seen some excellent displays of behaviour by
many children ...he's coming on in leaps and bounds.' Pupils who arrive at different
times receive a thorough and detailed programme to settle them into school and to
assess their needs. This underpins their subsequent good progress both academically
and socially. The progress for pupils from different minority ethnic groups is monitored
carefully, and action taken to help any who fall behind. Careful track is kept of the
progress of bilingual pupils in learning English, so that work and extra help can be
matched closely to their needs. The provision for pupils with learning difficulties and
disabilities is managed well, and their individual education plans are of good quality.
Leadership and management
Outstanding leadership from the headteacher and very good support from the senior
leadership team have led to significant improvements in the last two years. Standards
have gone up and behaviour has improved. Strengths in pastoral care have been built
upon, particularly through the extensive help given to pupils who arrive at different
times. This enables them to settle in quickly and make progress. Good self-evaluation
underpins the improvements made. Thorough tracking of pupils' achievements has
been established and data is used well to identify needs and then to address them.
This includes specific help to individuals, as well as addressing issues that affect the
whole school. Regular monitoring of teaching by the headteacher has led to helpful
feedback, improving the quality of teaching across the school.
A particular strength is the way in which members of the 'inclusion team' work together
to address the needs of minority ethnic groups, bilingual pupils, new arrivals and pupils
with learning difficulties and disabilities. This ensures that no one 'slips through the
net' and all pupils get the support they need.
All staff work together effectively as a team. As yet, middle managers have not had
enough opportunities to monitor progress and to provide support to colleagues,
particularly in subjects other than English, mathematics and science. The school has
identified this as a priority and has sound plans in place to address the issue. Governors
are strongly supportive of the school and have a good understanding of its strengths
and of the areas that need to develop.
5Inspection Report: Lucas Vale Primary School, 13 October 2006
Any complaints about the inspection or the report should be made following the procedures
set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s
6Inspection Report: Lucas Vale Primary School, 13 October 2006
Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4
How effective, efficient and inclusive is the provision of education, integrated
care and any extended services in meeting the needs of learners?
How well does the school work in partnership with others to promote learners'
2The quality and standards in the Foundation Stage
2The effectiveness of the school's self-evaluation
2The capacity to make any necessary improvements
Effective steps have been taken to promote improvement since the last
Achievement and standards
2How well do learners achieve?
reached by learners
How well learners make progress, taking account of any significant variations between
groups of learners
2How well learners with learning difficulties and disabilities make progress
Personal development and well-being
How good is the overall personal development and well-being of the
2The extent of learners' spiritual, moral, social and cultural development
2The behaviour of learners
3The attendance of learners
2How well learners enjoy their education
3The extent to which learners adopt safe practices
2The extent to which learners adopt healthy lifestyles
2The extent to which learners make a positive contribution to the community
How well learners develop workplace and other skills that will contribute to
their future economic well-being
The quality of provision
How effective are teaching and learning in meeting the full range of the
How well do the curriculum and other activities meet the range of needs
and interests of learners?
1How well are learners cared for, guided and supported?
Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly
below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.
7Inspection Report: Lucas Vale Primary School, 13 October 2006
Leadership and management
How effective are leadership and management in raising achievement
and supporting all learners?
How effectively leaders and managers at all levels set clear direction leading
to improvement and promote high quality of care and education
How effectively performance is monitored, evaluated and improved to meet
How well equality of opportunity is promoted and discrimination tackled so
that all learners achieve as well as they can
How effectively and efficiently resources, including staff, are deployed to
achieve value for money
The extent to which governors and other supervisory boards discharge their
Do procedures for safeguarding learners meet current government
NoDoes this school require special measures?
NoDoes this school require a notice to improve?
8Inspection Report: Lucas Vale Primary School, 13 October 2006
Text from letter to pupils explaining the findings of the inspection
Thank you for a warm welcome when I visited your school recently. I enjoyed talking to you
and watching at work. This is what I found.
Lucas Vale is a good school, where everyone is made very welcome and you all get on well with
each other. Your behaviour is good, and you enjoy school, even though sometimes a few pupils
forget themselves and are a little silly. You are making good progress with your work because
your teachers are good at helping you to learn. Lessons are interesting and fun. Your teachers
are trying out different ways of organising the subjects this year, to make them even more
interesting. They need to finish this and to check up on how well it has worked. You have done
really well in reading, writing and mathematics in the last few years, but some of you still need
to make more progress with your skills in speaking and listening.
All the staff work hard to make sure everyone is looked after really well. They keep a very
careful eye on how you are getting on, so they quickly spot if anyone needs extra help, and
make sure they get it. The headteacher, governors and all the other staff organise the school
well and are always trying to make improvements. They have good systems to see how things
are going. Not all the teachers have been able to join in the work to improve things in different
subjects, and the school is planning to change this soon.
To get even better, the school needs to
- Give you more chances to improve your speaking and listening skills. You can help by
working hard at this.
- Make sure that more teachers have the chance to help in organising the different subjects.
- Finish the new planning for the different subjects, and make sure it is working.
I hope you all carry on enjoying school.
With very best wishes,
9Inspection Report: Lucas Vale Primary School, 13 October 2006