School etc

Saint Mary Magdalene Church of England Primary School

Saint Mary Magdalene Church of England Primary School
Kingsman Street

phone: 020 88543531

headteacher: Mrs Claire Harrison


school holidays: via Greenwich council

403 pupils aged 2—10y mixed gender
840 pupils capacity: 48% full

185 boys 46%

≤ 254a114b64c165y276y257y298y239y1510y11

220 girls 55%

≤ 273y244a64b54c165y336y337y318y329y1510y18

Last updated: Sept. 1, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Church of England
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 543204, Northing: 178925
GPS coordinates
Latitude: 51.491, Longitude: 0.061326
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Oct. 23, 2012
Diocese of Southwark
Region › Const. › Ward
London › Greenwich and Woolwich › Woolwich Riverside
Urban > 10k - less sparse
Free school meals %

rooms to rent in Greenwich

Schools nearby

  1. 0.1 miles Cyril Henry Nursery School SE185AP
  2. 0.1 miles Mulgrave Infant and Nursery School SE185DA
  3. 0.2 miles Mulgrave Primary School SE185DL (521 pupils)
  4. 0.2 miles Pulse and Water College SE186PF
  5. 0.3 miles Right Choice Project SE186BB (23 pupils)
  6. 0.4 miles Cardwell Primary School SE185LP (488 pupils)
  7. 0.4 miles St Peter's Catholic Primary School SE187BN (210 pupils)
  8. 0.5 miles Woodhill Primary School SE185JE (540 pupils)
  9. 0.6 miles Foxfield Primary School SE187EX (625 pupils)
  10. 0.6 miles Foxfield Infant School SE187EX
  11. 0.6 miles ASD Learning Centre - Woolwich SE186SW
  12. 0.7 miles Nightingale Primary School SE187JJ (238 pupils)
  13. 0.7 miles Notre Dame Catholic Primary School SE183SJ (207 pupils)
  14. 0.7 miles New Directions E162LS (172 pupils)
  15. 0.7 miles University Technical College, Royal Borough of Greenwich SE78LJ (281 pupils)
  16. 0.8 miles Woolwich Common Nursery School SE184DJ
  17. 0.8 miles Foxhill Centre SE183AT
  18. 0.8 miles St Margaret's Church of England Primary School SE187RL (295 pupils)
  19. 0.8 miles Storey Primary School E162LS
  20. 0.8 miles Greenwich Community College at Plumstead Centre SE187DQ
  21. 0.8 miles Holborn College SE78LN
  22. 0.9 miles Pound Park Nursery School SE78AF (185 pupils)
  23. 0.9 miles South Rise Junior School SE187PX
  24. 0.9 miles South Rise Infant School SE187PX

List of schools in Greenwich

School report

Saint Mary Magdalene

Church of England Primary School

Kingsman Street, London, SE18 5PW

Inspection dates 23–24 October 2012
Overall effectiveness This inspection: Outstanding 1
Previous inspection: Good 2
Achievement of pupils Outstanding 1
Quality of teaching Outstanding 1
Behaviour and safety of pupils Outstanding 1
Leadership and management Outstanding 1

Summary of key findings for parents and pupils

This is an outstanding school.

Exceptionally skilled leadership, vibrant
In English and mathematics, pupils’
Teachers’ outstanding use of imaginative and
All teachers have consistently high
learning experiences and high-quality
teaching enable pupils to achieve
outstandingly well.
attainment at the end of Year 6 is much
higher than in most schools nationally.
innovative methods captures pupils’ interest
and enthusiasm. As a result all pupils,
regardless of their starting points, make
excellent progress.
expectations of pupils. Their first-rate
marking of pupils’ work and constructive
guidance in lessons guide their next steps in
Pupils’ behaviour is excellent and they feel
Leaders, staff and governors have secured
The range of work covered in Years 1 to 6 is
The school’s very caring atmosphere underpins
extremely safe. Pupils enjoy attending very
much and many hardly miss a day in school.
excellence in nearly every aspect of the
school’s work. They continually check on what
works well and what needs improving to
ensure that pupils’ needs are fully met.
highly imaginative and practical and meets the
interests and aspirations of all pupils in the
pupils’ excellent spiritual, moral, social and
cultural development.

Information about this inspection

  • The inspection team observed teaching in parts of 19 lessons. Two joint observations were
    conducted with the headteacher and deputy headteacher.
  • Discussions were held with senior staff, teachers, two representatives of the governing body, a
    representative from the local authority and pupils.
  • Inspectors analysed a range of documentation including, the school’s checks on its performance,
    plans for improvement, day-to-day health and safety arrangements, including checks on staffing,
    policies and records of pupils’ progress.
  • The inspection team took account of 11 responses to the online ‘Parent View’ survey, along with
    the schools’ recent survey of parents’ and carers’ views.

Inspection team

Kewal Goel, Lead inspector Additional inspector
Kath Beck Additional inspector
Peter Thrussell Additional inspector

Full report

Information about this school

  • The school is currently expanding. The Early Years Foundation Stage consists of a Nursery and
    two Reception classes. There are two classes in each year group from Years 1 to 3 and one class
    in Years 4, 5 and 6.
  • The school moved into a new building on its original site in March 2011.
  • The proportion of pupils from minority ethnic heritages is well above the national average, as is
    the proportion of those who speak English as an additional language.
  • The proportion of pupils supported through extra ‘pupil premium’ funding is above the national
  • The proportion of disabled pupils and those with special educational needs supported by school
    action is similar to most schools.
  • The proportion of pupils with severe special educational needs, supported by school action plus
    or with a statement of special educational needs, is higher than usually found.
  • The senior leadership team provides support for a local primary school.
  • The school meets the current government floor standards, which set the minimum expectations
    for pupils’ attainment and progress.

What does the school need to do to improve further?

  • Help all children to develop independence and make even more rapid progress in the Early Years
    Foundation Stage by allowing them to choose more of their activities themselves, solve harder
    problems and talk with adults about what they are learning.

Inspection judgements

The achievement of pupils is outstanding
  • The school has been extremely successful in sustaining pupils’ high levels of achievement during
    its rapid expansion. All groups of pupils make excellent progress. By the time they leave, pupils
    are very well prepared for their time in secondary school. Their essential skills in English and
    mathematics are mastered to a high degree and they are confident in applying them in different
  • Pupils of all ages read widely and with enjoyment. Their writing is lively, imaginative and
    captures the interest and emotions of the reader. Pupils cover a great deal of work in
    mathematics and are confident in tackling mathematical ideas that are not usually encountered
    until they are much older.
  • Children join the school with skills and knowledge that are below expectations for their age.
    They make good progress in the Nursery, especially in their personal, social and emotional
    development. They continue to make good progress in the Reception classes, especially when in
    developing their early reading, writing and mathematical skills. A few children are not confident
    to learn on their own, solve difficult problems without adult help or discuss what they are
    learning. However, nearly all start Year 1 with levels of knowledge, skills and understanding that
    are much higher than those usually found for their age.
  • Teachers ensure that pupils build extremely well on their previous learning in Key Stage 1. Much
    of the teaching appeals to pupils’ interests and imagination. They make rapid gains in their
    reading, writing and mathematical skills. Most enter Year 3 writing confidently, using joined up
    handwriting, and using their excellent knowledge of the sounds letters make to spell correctly.
  • Pupils who are capable of doing harder work rise to the challenges provided by their teachers
    and make outstanding progress. In 2012, 50% of pupils attained higher than expected levels of
    attainment in English and more than 60% in mathematics.
  • Skilled and directed support for disabled pupils, those with special educational needs and those
    who speak English as an additional language, means they make excellent progress. Some have
    individually planned activities that meet their specific needs very well. The use of the extra ‘pupil
    premium’ funding is highly effective, so that those pupils for whom it provides support make
    outstanding progress.
  • Making sure everyone gets an equal chance to succeed, while valuing the differences in
    backgrounds and beliefs of pupils, is central to the work of the school. Many lessons include
    activities related to the different cultures in the school. This makes learning meaningful and
    relevant to everyday life. For example, when learning about how shapes fit together, Year 2
    pupils explored the patterns in clothing materials from Nigeria and Ghana.
The quality of teaching is outstanding
  • Teaching is consistently outstanding in Years 1 to 6. Teachers have high expectations of what
    pupils can do, they plan motivating and captivating learning experiences, use skilful questioning
    and place a strong emphasis on the basic skills of literacy and numeracy.
  • Teachers make clear at the start of every lesson what pupils are expected to learn in their work,
    and the high level of challenge set helps them to achieve as well as they can. This makes a very
    important contribution to the rapid rates of pupils’ learning.
  • Teachers use a variety of approaches to meet and respond to pupils’ different learning needs. As
    a result, pupils are highly interested and motivated to learn and make outstanding progress. For
    example, in Year 6, pupils responded really well to the teacher’s high level of challenge to
    explore ways to make a reader react to a piece of writing. Pupils conscientiously shared their
    ideas about the feelings of two young evacuees, one who was sad and the other who saw it as a
    time of adventure. Their determination to write about how one or the other character may have
    felt was first rate.
  • Teachers’ planning is thorough and takes into account fully the skills pupils need to learn in all
    subjects. Staff use their exceptionally creative ideas and expertise to make sure that activities
    are closely matched to the age, abilities and interests of their pupils.
  • Newly appointed staff in the Early Years Foundation Stage are generally skilful at developing a
    wide range of children’s skills. For example, when children are working with grown-ups on early
    reading, writing and mathematical skills, they make rapid progress and learn good work habits.
    However, from time to time, their planning of activities does not take into account fully the
    opportunities for a few children to be more independent in their learning or to develop their
    ideas to the full.
  • Arrangements to provide specialist support and teaching for disabled pupils and those with
    special educational needs are highly effective and enable them to make excellent progress. For
    example, teachers’ positive and sensitive response to pupils with behavioural difficulties ensures
    that pupils remain fully interested and no learning time is lost. Teaching assistants demonstrate
    excellent understanding of pupils’ needs and support them very effectively.
  • High-quality marking of pupils’ work and constructive guidance by teachers involve pupils in
    deciding what to do next and how to influence their own learning. Pupils say they like the time
    to consider the comments made about their work so that they are actively involved. They take
    pride in what they do well and know they too are responsible for making sure they do as well as
    they can.
The behaviour and safety of pupils are outstanding
  • Pupils’ energetic and lively enthusiasm is, through high-quality teaching, channelled into very
    positive attitudes to learning. Pupils take pride in presenting their work to high standards,
    working collaboratively, listening to different points of view and sharing their ideas to help one
    another learn. Often there is a buzz in the class, and sometimes it is almost possible to hear a
    pin drop as pupils concentrate on the task in hand.
  • Relationships are excellent. Pupils behave exceptionally well in lessons and around school. They
    are well mannered and polite to one another and to adults. Scrutiny of behaviour records and
    discussions with pupils and staff show that this is typical over time.
  • Pupils are exceptionally well motivated about learning and enjoy being in school. All know they
    have a responsibility to care for others and to look after the new school building. Not
    surprisingly, they enjoy attending and most of them miss very few days..
  • Pupils take on a range of responsibilities and carry them out in a mature way. They are
    ‘Guardian Angels’ for new nursery and reception children, play-deck buddies, monitors,
    lunchtime helpers, and stair and hall monitors. These roles make very important contributions to
    their high levels of personal development.
  • Pupils feel extremely safe and secure. They told inspectors that if they have any concerns,
    teachers and other staff deal with them promptly. School records show that bullying is rare and
    dealt with robustly and successfully. Pupils have a very good understanding of different forms of
    bullying and know about internet safety.
  • The school sets clear and consistent boundaries for ensuring pupils’ excellent behaviour. Safety
    routines are systematic and consistent. All pupils know the ‘Golden Rules’ and understand the
    consequences if they choose to misbehave or do the wrong thing.
  • A number of school-based records on behaviour indicate excellent improvements over time for
    individuals and groups who have found it hard to live up to the school’s high expectations of
    behaviour and care for others.
The leadership and management are outstanding
  • Exceptionally skilled leaders, managers and staff have ensured that high levels of achievement
    have been maintained during the school’s rapid growth. They have continued the successful
    drive to maintain and improve all aspects of the school since the previous inspection.
  • Senior leaders are willing to ‘lead from the front’ to ensure that the school continues to improve.
    Their accurate checks on how well the school is performing, which lead to very clear steps for
    action, mean that any weaknesses are remedied very quickly.
  • All teachers and teaching assistants have clear targets for improvement which are checked upon
    regularly. This has had an exceptional impact on raising the quality of teaching and learning
    across the school because all staff know exactly what is required of them. Pay rates and salary
    progression are linked closely and effectively to the quality of teaching. Governors are fully
    involved in implementing robust performance management systems that challenge staff to
    improve their skills in teaching, which in turn contribute greatly to the outstanding achievement
    of pupils.
  • The school’s strong caring atmosphere has a great impact on the daily life of the school and, as
    a result the level of pupils’ spiritual, moral, social and cultural development is high. The school
    places high value on developing pupils’ basic literacy and numeracy skills, reflection, expression
    of feelings and independent learning.
  • A new curriculum helps teachers to be creative and pupils to be imaginative in developing their
    knowledge and understanding across different subjects. Films, drama, and the creative arts
    particularly allow pupils to express their original ideas.
  • The school works very well with parents and carers, the local community and other schools. It
    has a dedicated home-school link worker who supports families who may need help and advice.
  • The school’s arrangements for safeguarding are maintained to a very high degree, including staff
    vetting procedures and day-to-day health and safety arrangements.
  • The local authority has taken a light touch approach to the school, given the school's track
    record of performance. It uses the expertise of senior staff to support the raising of attaimment
    in another school.
  • The governance of the school:

All members of the governing body share the same high expectations for the pupils as the

senior leadership team. They monitor the effectiveness of the school rigorously and its
comparative performance in relation to other schools nationally. The governors challenge the
senior leaders robustly on proposed changes, such as the new staffing and leadership

arrangements and the curriculum. They have a thorough understanding of pupils’ performance

and question senior leaders to ensure that areas for improvement are dealt with quickly. They

manage the budget efficiently, using the ‘pupil premium’ additional funds to ensure even the

most vulnerable pupils make rapid progress.

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.

School details

Unique reference number 100171
Local authority Greenwich
Inspection number 402821

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

Type of school Primary
School category Voluntary aided
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 360
Appropriate authority The governing body
Chair Peter Gregory
Headteacher Mrs Claire Harrison
Date of previous school inspection 5–6 December 2007
Telephone number 020 8854 3531
Email address reveal email: s…


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