Mulgrave Primary School
phone: 020 83179211
headteacher: Dr David Dixon
390 pupils capacity: 134% full
275 boys 53%
245 girls 47%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 543186, Northing: 178646
- GPS coordinates
- Latitude: 51.489, Longitude: 0.060954
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 24, 2013
- Region › Const. › Ward
- London › Greenwich and Woolwich › Woolwich Riverside
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles Mulgrave Infant and Nursery School SE185DA
- 0.2 miles Cyril Henry Nursery School SE185AP
- 0.2 miles Saint Mary Magdalene Church of England Primary School SE185PW (403 pupils)
- 0.2 miles Pulse and Water College SE186PF
- 0.3 miles St Peter's Catholic Primary School SE187BN (210 pupils)
- 0.4 miles Cardwell Primary School SE185LP (488 pupils)
- 0.4 miles Right Choice Project SE186BB (23 pupils)
- 0.5 miles Woodhill Primary School SE185JE (540 pupils)
- 0.6 miles Woolwich Common Nursery School SE184DJ
- 0.6 miles Foxfield Primary School SE187EX (625 pupils)
- 0.6 miles Nightingale Primary School SE187JJ (238 pupils)
- 0.6 miles Notre Dame Catholic Primary School SE183SJ (207 pupils)
- 0.6 miles Foxfield Infant School SE187EX
- 0.6 miles ASD Learning Centre - Woolwich SE186SW
- 0.7 miles Foxhill Centre SE183AT
- 0.7 miles Eglinton Junior School SE183SX
- 0.7 miles Eglinton Infant School SE183PY
- 0.7 miles Eglinton Primary School SE183PY (582 pupils)
- 0.8 miles Pound Park Nursery School SE78AF (185 pupils)
- 0.8 miles Thorntree Primary School SE78AE (253 pupils)
- 0.8 miles St Margaret's Church of England Primary School SE187RL (295 pupils)
- 0.8 miles Charlton Park School SE78HX
- 0.8 miles Greenwich Community College at Plumstead Centre SE187DQ
- 0.8 miles Holborn College SE78LN
Mulgrave Primary School
Rectory Place, London, SE18 5DA
|Inspection dates||24–25 January 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
| The school is improving rapidly. Since the |
Pupils achieve well. They make good progress
Pupils are keen to learn because teachers
previous inspection, leaders, managers,
governors and staff have worked successfully
together to make sure the quality of teaching
and pupils’ achievement are good.
from starting points that are often below
expectations for their age. As a result,
attainment at the end of Year 6, which was
previously low, has risen and is now average,
plan interesting work that captures their
interest and motivates them to work hard.
Work is set at the right levels of difficulty for
| Pupils behave well. Their friendly and |
Leaders at all levels regularly assess the quality
Leaders set targets for development and
welcoming attitudes help pupils new to the
school to settle quickly. Pupils have a good
understanding of how to keep themselves safe
from harm. Attendance rates are consistently
of the school’s work and rigorously check how
well all pupils are making progress in their
provide effective coaching and training for staff
to help sustain improvements. Expectations of
the quality of teaching and learning have been
| Occasionally, during writing tasks, the work |
set is not difficult enough for the most able
| The proportion of outstanding teaching is not |
high enough to ensure that all pupils make
rapid progress. Monitoring of individual
teachers does not always identify specific
priorities for development sharply enough to
improve the quality of teaching further.
Information about this inspection
- Inspectors observed teaching and learning in all classes and undertook some joint observations
with senior leaders. They visited 29 lessons.
- Inspectors held discussions with groups of pupils, staff, members of the governing body and
with a representative of the local authority.
- Inspectors listened to groups of pupils reading. They looked at work in pupils’ books and
tracking data showing pupils’ attainment and progress.
- The school website, development plans and records relating to safeguarding pupils were also
- The inspectors took account of 14 responses to the on-line questionnaire (Parent View), the
school’s own analysis of a recent survey of parental views, and 27 responses to the staff
|Madeleine Gerard, Lead inspector||Additional Inspector|
|Kate Robertson||Additional Inspector|
|Peter Lacey-Hastings||Additional Inspector|
Information about this school
- This is larger than the average-sized primary school.
- Children in the Early Years Foundation Stage are taught in four part-time Nursery classes and
two Reception classes.
- More pupils than average speak English as an additional language. Few of these pupils are at an
early stage of learning English.
- The proportion of pupils from minority ethnic backgrounds is above average.
- The proportion of pupils who are supported through school action is below the national average.
The proportion supported at school action plus, or with a statement of special educational
needs, is above average. Most of these pupils have speech, language and communication needs
or behaviour, social and emotional difficulties.
- The school has specially resourced provision for up to 20 children aged three to four with special
educational needs in speech, language and communication. These children usually attend the
specially resourced provision in the Nursery for 10 weeks.
- The proportion of pupils known to be eligible for support through the pupil premium (additional
funding provided by the government for pupils looked after by the local authority or known to be
eligible for free school meals) is above the national average.
- The school meets the current government floor standards which set the minimum expectations
for attainment and progress.
- The number of pupils who join or leave the school part way through their primary education is
above the national average.
- The school organises and manages breakfast and after-school clubs.
- There has been a high number of recent staff changes.
- The children’s centre that shares the school site was not included in this inspection.
- There is no alternative provision linked to the school.
What does the school need to do to improve further?
- Increase the proportion of outstanding teaching by:
making sure writing tasks set for the most able pupils are always challenging enough, being
matched closely to their abilities
making sure the monitoring of teaching identifies precise priorities for further improvement for
|The achievement of pupils||is good|
- Children join the Early Years Foundation Stage with levels of skills that are generally below those
expected for their age. Well-established routines ensure that they settle quickly and develop
their social skills and independence. For example, in the Nursery, children reminded each other
to put on an apron before working at the painting table.
- Children in the Early Years Foundation Stage enthusiastically select activities for themselves in
the inside and outdoor areas. In a Nursery class, boys and girls washing baby dolls in the water
tray talked confidently with the adults and each other about what they were doing. In Reception,
children working with an adult used their knowledge of phonics (letters and the sounds they
make) to write words the teacher read to them.
- Regular sessions on phonics for children in Reception classes and for pupils in Key Stage 1 help
them to make good progress in reading and spelling. Pupils in Years 1 to 6 benefit from daily
reading sessions so that they develop their skills quickly. The results of the phonics check for six-
year-olds show that pupils’ reading skills are broadly average. Carefully selected books for pupils
to read in English lessons capture their interest and older pupils enthuse about the books they
read in class.
- Pupils learn well as they progress through the school. As a result of consistent improvement
since the previous inspection, increasing proportions of pupils make better progress compared
with all pupils nationally and attainment at the end of Year 6 is now average and improving.
Rising proportions of pupils are reaching above average standards, particularly in mathematics
- Although pupils’ achievement in writing is good, the most able pupils are not always expected to
do more demanding work so that they make even swifter progress.
- Pupils’ presentation of their work is neat and careful. Their handwriting is clear because the
school expects pupils to develop a fluent manner of writing. Pupils are keen to be granted a ‘pen
licence’ in recognition of their good-quality handwriting.
- Pupils from minority ethnic backgrounds reach standards that are often above those achieved by
similar pupils nationally.
- Disabled pupils and those who have special educational needs, including children in the specially
resourced provision, learn well and make good progress as a result of the support they receive
from dedicated and well-trained staff.
- Pupils for whom English is an additional language make good progress. The school is
successfully closing the gap between the attainment of these pupils and that of others.
- The pupil premium is used well to raise achievement for this group of pupils. Funding is used to
provide extra support for these pupils in literacy and numeracy. As a result, the gap is closing
between the average point scores in national tests for these pupils and those of all pupils
- Pupils who join the school part way through their primary education are made to feel welcome
as soon as they start and they quickly begin to make good progress. Pupils’ caring and inclusive
attitudes help new arrivals at the school to quickly feel part of the school community.
- All groups of pupils at the school make similar good progress. This shows the school successfully
promotes equality and tackles discrimination.
|The quality of teaching||is good|
- Teachers’ expectations of what pupils can achieve are high and this, together with their
encouraging responses to pupils’ efforts, helps to motivate them to work hard and do well.
- Pupils often work in pairs and groups to discuss their learning and clarify their understanding.
Through cooperating regularly with each other, pupils’ personal and social skills grow and good
relationships are fostered well.
- Teachers check the progress pupils make and use the information to set work that is often at the
right level of difficulty for pupils’ abilities. However, teachers do not always plan written work
that is difficult enough to stretch the most able pupils. As a result, the pace of learning for these
- Teachers make good use of resources to support clear explanations so that pupils understand
new knowledge quickly. For example, in a mathematics lesson in Key Stage 2, pupils listened
attentively while the teacher modelled a method of working out multiplication sums using tape
on the carpet. Teachers also use computers well to support teaching and learning.
- Staff in the Early Years Foundation Stage consistently support children’s learning through
questioning and discussion. Together with an emphasis on extending children’s knowledge and
use of words and expressions, this helps all children make good progress in developing their
speaking, listening and literacy skills.
- Children in the specially resourced provision receive carefully planned support tailored to their
needs from specialist teachers, mostly in classrooms with some individualised sessions. These
children are included in the wide range of activities that teachers plan for all children in the
Nursery’s indoor and outside spaces.
- Disabled pupils and those who have special educational needs benefit from personalised
support. Additional sessions outside lessons for selected pupils and helpful guidance from
teachers, additional adults and therapists help them to develop literacy, numeracy and social
- Pupils at the early stage of learning English benefit from daily practise with additional adults to
help them learn key vocabulary and phrases quickly so that they make good gains in developing
their English skills. Teachers and bilingual staff in lessons ensure that all pupils speaking English
as an additional language increase their proficiency in spoken English, and succeed in other
subjects. Computing and homework clubs for these pupils also contribute to their good
- The school uses pupil premium funding to organise extra literacy and numeracy classes, and
additional small group sessions to boost the achievement of those known to be eligible. The
school also uses the funding to benefit entitled pupils through access to extra-curricular clubs
and enrichment activities. This is having a positive impact on their achievement.
- Leaders have worked with staff to improve the teaching of reading, writing and mathematics so
that pupils steadily build upon their skills as they progress through the classes. Teachers follow a
consistent approach to teaching letters and the sounds they make so that reading skills are
developing well and improving. Skills in mathematics are taught consistently using approaches
that capture pupils’ interest. For example, pupils in a mathematics lesson enjoyed practising
their skills playing a number guessing game.
- The comments teachers make when they mark work are encouraging and give clear guidance to
pupils on how to improve their literacy and numeracy skills in order to move up to the next level
of attainment. Pupils routinely respond to the personalised additional tasks and challenges set by
teachers to deepen their understanding further.
|The behaviour and safety of pupils||are good|
- This is a happy and welcoming school with a strong sense of community. Relationships in
lessons and around the school are positive and warm. Pupils are courteous and polite, and
develop strong friendships across a range of cultures.
- Pupils’ behaviour is typically good, although sometimes a few pupils need reminders about the
behaviour that is expected at break time or in lessons.
- Pupils feel safe because they are well looked after by the teachers and other staff. Road safety,
swimming lessons, computer security and cycling proficiency help them to develop their
awareness of how to keep themselves safe from harm.
- Pupils are confident that bullying in any form, including racist or cyber bullying, is not an issue
and school records confirm this. They are also confident that staff will help them should any
- Pupils’ views are taken into account. For example, older pupils have recently conducted their
own ‘inspection’ of the school, evaluating the school’s effectiveness and suggesting where
further improvements could be made.
- Pupils contribute to the school and local community. Pupils in the gardening club tend the
school’s green spaces and all pupils participate enthusiastically in the virtual cycle race covering
the length of the United Kingdom on static bikes set up in the school playground. The choir and
drumming club perform in whole school assemblies and in the local community.
- Rates of attendance are above average. The contest for the best class attendance each week is
highly competitive. The school works well with those few parents whose children do not attend
- The breakfast and after-school clubs are well organised to ensure those pupils who attend enjoy
a positive beginning and end to the day.
|The leadership and management||are good|
- Since the previous inspection, the headteacher and deputy headteachers have worked
successfully, and with determination, to make sure the school is constantly improving in order to
raise pupils’ academic achievements.
- By checking the quality of teaching and other areas of the school’s work very regularly, leaders
and governors form an accurate view of the school’s strengths and those aspects requiring
further improvement. Regular professional development for staff has helped the school’s leaders
and governors to improve the quality of teaching and the school’s overall effectiveness so that it
is now good. All these strengths demonstrate the school’s capacity to improve further.
- Although the monitoring of teaching is always careful and identifies areas for development,
specific priorities for improvement for individual teachers are not always pinpointed precisely
enough to bring about rapid further improvement and increase the proportion of outstanding
- Through good quality training and effective coaching activities, leaders have successfully
enhanced the quality of weaker teaching and brought greater stability in staffing to the school.
There is a clear link between promotion and salary progression, and between pupils’ progress
and the quality of teaching, because the performance of staff is managed carefully.
- A good variety of educational visits to local places of interest including museums and cultural
centres support pupils’ learning well because they are selected to complement class-work
projects. In Years 5 and 6, pupils enjoy a residential visit to an activity centre. There are many
popular extra-curricular clubs including martial arts, homework and phonics play that
successfully promote pupils’ social skills and their wider interests.
- Activities supporting pupils’ spiritual, moral, social and cultural development are carefully
organised to make sure these aspects of pupils’ learning are promoted well. Pupils learn about
sustainability through a wide variety of interesting activities within and outside the classroom.
For example, they are encouraged to care for and take pride in their environment, use energy
more efficiently and reduce waste. Celebrating festivals from a wide variety of faiths, practising
greetings in a new language each month, charity fundraising, and developing their curiosity in
the world around them in the school’s woodland corner help pupils develop thoughtful, caring
and tolerant attitudes.
- The school effectively involves parents in its work. Volunteer parents regularly hear pupils read.
Workshops for parents help them support their children’s achievement.
- The local authority has provided appropriate advice and guidance to assist the school in securing
lasting improvement to the overall effectiveness of its work. Given the school’s track record of
improvement, the local authority rightly now provides light touch support for this good school.
- The governance of the school:
The governing body works closely with the school’s leaders and shares their resolve to
promote ambition and drive improvements. Governors make sure they attend the professional
training they need to keep up to date with current developments in education and be even
more effective. They review the quality of teaching by visiting lessons with leaders and
checking the information that the school gathers about pupils’ progress, and identify further
priorities. They know how well the school is doing compared with other similar schools and are
confident in challenging the school to improve further. Governors are clear about their role in
performance management and take steps to ensure that teaching quality and pupils’
achievement are reflected in promotion, responsibilities and salary progression of staff. They
understand the ways in which the pupil premium is spent, including extra sessions and
enrichment opportunities. They hold the school to account and receive itemised details from
the school’s leaders of how additional funding is used to support pupils known to be eligible
for the pupil premium. They evaluate the impact of this against the results these pupils
achieve compared with other pupils at the school, although they do not rigorously check that
they are catching up quickly with all pupils nationally. Governors are experienced, well trained
and highly committed to the school. They are careful to ensure that procedures to keep pupils
safe are effective and meet requirements.
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.
|Unique reference number||100163|
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||522|
|Appropriate authority||The governing body|
|Date of previous school inspection||23–24 March 2010|
|Telephone number||020 8317 9211|
|Fax number||020 88542957|