School etc

St Elphege's RC Infants' School

St Elphege's RC Infants' School
Mollison Drive

phone: 020 86696306

headteacher: Mrs F Hawkes

reveal email: stel…


school holidays: via Sutton council

289 pupils aged 2—6y mixed gender
270 pupils capacity: 107% full

145 boys 50%


145 girls 50%


Last updated: June 18, 2014

Primary — Voluntary Aided School

Education phase
Religious character
Roman Catholic
Establishment type
Voluntary Aided School
Establishment #
OSGB coordinates
Easting: 530448, Northing: 163557
GPS coordinates
Latitude: 51.356, Longitude: -0.12795
Accepting pupils
3—7 years old
Census date
Jan. 16, 2014
Ofsted last inspection
May 2, 2013
Archdiocese of Southwark
Region › Const. › Ward
London › Carshalton and Wallington › Beddington South
Urban > 10k - less sparse
Free school meals %

rooms to rent in Wallington

Schools nearby

  1. St Elphege's RC Junior School SM69HY (257 pupils)
  2. 0.2 miles Wilson's School SM69JW
  3. 0.2 miles Wilson's School SM69JW (1063 pupils)
  4. 0.3 miles Foresters Primary School SM69DP (264 pupils)
  5. 0.3 miles Amy Johnson Primary School SM69JN (330 pupils)
  6. 0.4 miles High View Primary School SM68JT (473 pupils)
  7. 0.4 miles Highview High School SM68JT
  8. 0.5 miles Bandon Hill Primary School SM69QU (627 pupils)
  9. 0.6 miles Waddon Infant School CR04RG
  10. 0.8 miles Duppas Junior School CR04EJ
  11. 0.8 miles Haling Manor High School CR26DT
  12. 0.8 miles The John Fisher School CR83YP (1036 pupils)
  13. 0.8 miles Link Primary School CR04PG (40 pupils)
  14. 0.8 miles Link Secondary School CR04PD (54 pupils)
  15. 0.8 miles The Aerodrome School CR04EJ
  16. 0.8 miles Aerodrome Primary Academy CR04EJ (515 pupils)
  17. 0.9 miles Margaret Roper Catholic Primary School CR82XP (218 pupils)
  18. 0.9 miles Regina Coeli Catholic Primary School CR26DF (410 pupils)
  19. 0.9 miles Thomas More Catholic School CR82XP (865 pupils)
  20. 0.9 miles Laleham Lea School CR83JJ (101 pupils)
  21. 0.9 miles St Giles School CR26DF (105 pupils)
  22. 0.9 miles Tudor Lodge School CR83NA (7 pupils)
  23. 0.9 miles Harris Academy Purley CR26DT (1004 pupils)
  24. 1 mile Cumnor House School CR26DA (586 pupils)

List of schools in Wallington

School report

St Elphege’s RC Infant


Mollison Drive, Roundshaw, Wallington, SM6 9HY

Inspection dates 2−3 May 2013
Overall effectiveness This inspection: Outstanding 1
Previous inspection: Outstanding 1
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.

Pupils make outstanding progress throughout
The school is very well led and managed.
Teaching is outstanding. Lessons are very
Behaviour is outstanding. The very caring and
the school and reach above-average levels of
Leaders and managers at all levels are fully
dedicated to high achievement and meeting
the needs of all pupils. Strong systems and
very effective monitoring ensure that all
pupils achieve well.
carefully planned and delivered to challenge
pupils of all ability. Support by additional
adults is well focused and results in strong
learning for targeted pupils. Pupils’ work is
carefully assessed, but pupil awareness of
their current learning and how to improve is
not fully consistent across the school.
supporting ethos of the school ensures that
pupils know they are well valued and that
they are safe at school. They always arrive at
lessons ready to learn and very clearly enjoy
their work. They support each other well and
display excellent relationships.
Social, moral, spiritual and cultural
The breakfast club enables pupils to start the
Governors are very effective in supporting and
High-quality support is in place to support
opportunities are a great strength of the
school. The school’s very strong Catholic ethos
creates a strong feeling of community. It also
helps pupils understand right from wrong and
has a very positive impact on their behaviour.
The school provides many opportunities,
including the involvement of parents, for pupils
to increase their cultural and spiritual
day well. In a very caring environment, pupils
are able to engage in learning and meet with
monitoring the school’s work. They employ a
range of skills and strategies to make sure that
all pupils achieve well. Governors have also
undertaken relevant training such as
safeguarding, health and safety, use of data
and finance to support their work.
pupils with English as an additional language,
disabilities and special educational needs and
those supported through the pupil premium. As
a result, they achieve very well.

Information about this inspection

  • Inspectors observed 16 lessons, of which 13 were joint observations with senior staff. They also
    observed a registration period, an assembly, start of school, break and lunchtimes and the
    breakfast club.
  • Meetings were held with pupils, staff, representatives of the governing body and the local
    authority. The participation of parents in an assembly was also observed.
  • Inspectors listened to pupils read.
  • Inspectors took into account 27 responses from the online questionnaire (Parent View), the
    school’s own parent questionnaire and 27 staff questionnaires.

Inspection team

Michael Merva, Lead inspector Additional Inspector
Kenneth Bryan Additional Inspector

Full report

Information about this school

  • This is a smaller-than-average infant school.
  • Pupils come from a range of ethnic groups, the largest being White British, African and other
    Asian backgrounds.
  • The proportion of disabled pupils and those who have special educational needs supported at
    school action is below average. The proportion supported at school action plus and with a
    statement of special educational needs is below average.
  • An above-average proportion of pupils speak English as an additional language.
  • The proportion of pupils known to be eligible for additional support through the pupil premium,
    which is additional funding provided by the government for looked-after children, children
    entitled to free school meals and children of service families, is below average. There are no
    children of service families in the school and the only one in Reception is shortly leaving the
  • The school provides a breakfast club every morning and a range of after-school clubs. The after-
    school clubs take place primarily on Fridays.

What does the school need to do to improve further?

Increase further the high achievement of pupils and the proportion of outstanding lessons by:

ensuring that pupil understanding of where they are in their current learning and how to

improve is fully consistent across the school.

Inspection judgements

The achievement of pupils is outstanding
  • Pupils make outstanding progress in English and mathematics. From very low starting points on
    entry to the Nursery, attainment at the end of Key Stage 1 is above average. This is the case for
    all pupils, including those who speak English as an additional language and those from different
    ethnic groups.
  • Attainment in reading at the end of Key Stage 1 is above average. Pupils are confident and
    fluent readers. Effective support is given to pupils who find reading difficult, and skills gained in
    the Early Years Foundation Stage are well transferred into Key Stage 1.
  • In a Year 2 literacy lesson, pupils were able to use phonics (linking letters to the sounds they
    make) skills acquired earlier to spell accurately. Pupils enjoy reading because of very effective
    support and the choice of interesting and stimulating books.
  • Children in the Early Years Foundation Stage make outstanding progress. Many pupils enter the
    nursery at well below age-related skill levels. Very well-planned teaching, very accurate
    assessment and imaginative resources result in pupils leaving Reception with skill levels that are
    well above expectations.
  • Progress made by disabled pupils and those who have special educational needs is outstanding.
    The learning needs of pupils are very carefully defined and monitored to ensure effective
    support is deployed. As a result, it is well focused to engage all pupils to learn very well. In a
    Year 1 religious education lesson on the Holy Spirit, an additional adult employed an interesting
    and engaging range of strategies to support the learning of a pupil with speech and language
    needs. This support enabled the pupil to understand and to articulate the lesson concept well.
  • Pupils entitled to support from funding provided by the pupil premium achieve very well.
    Strategies such as additional teaching support and access to additional learning opportunities,
    such as the breakfast club and visits, enable them to make progress in their learning and be fully
    involved in the life of the school. As a result of these strategies, the gap between the progress of
    these groups of pupils and that of their peers is narrowing quickly.
  • The school’s wide variety of learning opportunities allows pupils to excel beyond English and
    mathematics. In music, the school choir has performed to a very high standard, culminating in
    an appearance at the Royal Albert Hall.
The quality of teaching is outstanding
  • Teaching is outstanding. This enables pupils to make and sustain excellent progress. The
    majority of lessons seen during the inspection were outstanding.
  • Teaching is very carefully planned to cater for the needs of all pupils and time is well used to
    make sure all pupils are fully engaged in their learning. Work is well designed to allow for all
    pupils to fully engage in their work, and high expectations make sure they have the opportunity
    to extend their learning further.
  • Questioning is well used to fully engage all pupils and help them all develop language skills. In a
    Reception numeracy lesson, pupils were able to very successfully explore the properties of three-
    dimensional shapes and to use specialist mathematical language. As a result of targeted
    questioning and modelling, they all made outstanding progress.
  • Additional adults are very well used to support learning. They are well focused, with clear roles
    identified in planning. Additional adults are well trained and work with specific pupils who they
    know well. They use imaginative strategies to help pupils learn. In a Year 1 mathematics lesson,
    the additional adult employed a range of strategies, including the use of the outdoor area, to
    support learning very effectively. This is an example of using successful early years practice to
    sustain strong progress and learning in Key Stage 1.
  • Resources are very carefully prepared to support learning. In the Early Years Foundation Stage,
    both the indoor and outdoor learning areas are very well managed. They are well designed and
    varied to meet the needs of all pupils, including for physical development.
  • In a Year 2 mathematics lesson on addition, physical resources such as dice were used to enable
    one group of pupils to generate their numbers in an exciting and fun way. This resulted in very
    strong progress being made and a clear sense of enjoyment.
  • Pupils’ work is very carefully assessed during lessons to ensure that all pupils are learning well.
    Additional adults are very well employed to support this. Marking is generally of a high standard
    and teachers are well aware of individual pupils’ progress. However, pupils’ full understanding of
    their current progress and how to improve is variable across the school.
The behaviour and safety of pupils are outstanding
  • Pupils always arrive at lessons ready to learn. They focus well on their work and demonstrate
    excellent attitudes to learning. They welcome more challenging tasks and demonstrate clear
    enjoyment of their learning. They support each other’s learning very well. In a Year 2
    mathematics lesson, pupils very enthusiastically engaged in paired discussion to check progress
    and help each other to learn.
  • Views of parents in questionnaires are that behaviour is of a very high standard and there are no
    concerns about pupil safety. This is also endorsed by staff.
  • Behaviour is well managed by the school. The Catholic and community ethos makes sure that
    pupils have clear examples of good behaviour and mutual respect. Rewards and sanctions are
    known to all and good behaviour is celebrated well. Pupils understand that ‘Golden Time’ is
    either increased or diminished in line with behaviour. One pupil said that the vast majority of
    pupils behave very well. The few that do not are ‘dealt with well by adults’.
  • Pupils behave extremely well around the school during lesson changes and at break and lunch
    times. They move safely between lessons and engage very well with each other at breaks and
    lunch time. They are very well supervised and are provided with a range of useful activities to
    positively engage them. A quiet area is also provided for those pupils who choose to use it.
  • Pupils understand what bullying is and its various forms. For example, they are clear about what
    constitutes cyber and racist bullying. Pupils state that racism is unknown and that they are given
    guidance in internet safety. Pupils believe that bullying is very rare and are aware of how to seek
    help if required. They feel fully secure in the staff’s ability to deal with it should it arise.
  • They feel very safe and happy at school. One pupil said that ‘the school is safe, even with lots of
    new buildings’. The school provides safety guidance for pupils such as road safety and stranger
    danger through assemblies and its personal, social and health education programme. As a result,
    they have a well-developed understanding of safe and unsafe situations.
  • Attendance is above average and improving. It has improved significantly over previous years as
    a result of effective and concentrated strategies. These include close working with external
    agencies, engagement of parents and the celebration of good attendance through the school’s
    ‘Be There Bears’ project and class attendance awards.
The leadership and management are outstanding
  • The school’s very strong Catholic ethos creates a very caring environment and a strong sense of
    community. There is a clear sense of belonging and working together to provide the best results
    for all pupils and support the growth of the whole child.
  • Leadership and management are strong. The headteacher and senior leaders provide very clear
    guidance. Middle leaders are fully empowered to monitor the work of their areas. They
    understand their roles in the management structure and completely support the school’s
    achievement goals.
  • Teaching is very carefully monitored through a comprehensive range of strategies which include
    senior and middle leaders and governors. There are strong links between the school’s evaluation
    of teaching and its performance management process, including pay progression and training
  • The local authority provides light-touch support for this outstanding school. However, the school
    values its links with the local authority and uses its expertise to verify its own judgements, such
    as external verification of lesson observations.
  • The curriculum is very creatively delivered to meet the needs of all pupils and to embed a range
    of key skills. For example, in a Year 1 religious education lesson, work on the gospels and
    Christ’s disciples was very closely combined with the teaching of literacy, as it was in a Year 1
    science lesson about life cycles.
  • The curriculum supports the transition from Early Years Foundation Stage to Key Stage 1 well.
    This makes sure that good practices in the Early Years Foundation Stage, including the use of
    language and physical activity, are continued in Key Stage 1. As a result, the school has
    successfully met its area for development from the previous inspection, demonstrating the
    capacity to improve.
  • A wide range of opportunities are available to pupils to extend their learning. Good use is made
    of the local environment to increase pupils’ learning experiences and develop their skills. For
    example, the botanical gardens at Wake Hurst Place allow Year 1 pupils to combine learning in
    geography, science and literacy. Lessons in cookery and golf also take place at a neighbouring
    restaurant and golf course.
  • Safeguarding fully meets statutory requirements and its processes and procedures are well
    monitored by senior leaders and governors.
  • A full range of policies are in place and regularly reviewed and monitored. They are also revised
    when a need is defined. For example, the school’s marking policy is currently being reviewed to
    maintain and further effective assessment procedures.
  • The leadership and management of the Early Years Foundation Stage are outstanding. The
    provision is very carefully planned and monitored, with high expectations clearly evident.
    Assessment and links with parents are very strong. The effectiveness of its leadership and
    management results in outstanding pupil achievement at the end of Reception.
  • Spiritual, moral, social and cultural opportunities abound and are very powerfully delivered. The
    school’s introduction of the ‘Come and See’ religious education programme both consolidates
    tenets of the Catholic faith and the beliefs of other religions. Different cultures and beliefs are
    also accessed through visits from parents and religious groups. Links are established with Africa
    and Europe to generate global understanding and harmony.
  • The school’s strong community and inclusive ethos ensure the full involvement of parents. It is
    made clear that they are always welcome in the school and they are an integral part of many
    aspects of school life such as daily assemblies. They participate in the daily celebration of the
    Rosary and close links with families are established in the Early Years Foundation Stage to help
    support learning. Communication systems are comprehensive, including weekly newsletters, the
    school website and an active parents’ association. Consultation meetings are very well attended,
    with special arrangements made for those parents who have difficulty in attending.
  • The school is fully committed to equality of opportunity for all pupils. The welcoming and strong
    community environment and high expectations ensure that all pupils know they are valued and
    given every opportunity to succeed. Its highly effective teaching and support structure enable all
    groups of pupils to achieve very well.
  • The governance of the school:
    Governors very carefully monitor the school’s work. They are fully aware of the school’s
    performance data and quality of teaching, sometimes by direct observation. The governing
    body is very well structured through its committees to make sure all aspects of the school are
    carefully considered. They closely monitor the staff targets and performance to make sure
    there is a clear relationship between classroom practice and salaries. They monitor and
    evaluate the use of funding available from the pupil premium. They are well aware of how it is
    used and its impact. Governors make sure that school finances are well used to improve all
    pupils’ learning, especially in relation to additional teaching support and the school
    environment. They regularly review all school policies and ensure that they are being
    implemented. The governing body makes sure that the school meets its statutory
    requirements for safeguarding and that effective risk assessments are in place. Governors
    have undertaken a comprehensive range of training to support their work. Examples include
    safeguarding, the Ofsted framework, attendance, health and safety, finance and the use of
    data to enhance their work.

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 102997
Local authority Sutton
Inspection number 412112

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

Type of school Infant
School category Voluntary controlled
Age range of pupils 3–7
Gender of pupils Mixed
Number of pupils on the school roll 236
Appropriate authority The governing body
Chair Tom Tamplin
Headteacher Frances Hawkes
Date of previous school inspection 11 January 2008
Telephone number 020 8669 6306
Fax number 020 8773 0789
Email address reveal email: stel…


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