School etc

St Mary's Catholic Primary School

St Mary's Catholic Primary School
Glenure Road

phone: 020 88507835

headteacher: Miss M A Jackson


school holidays: via Greenwich council

472 pupils aged 3—10y mixed gender
419 pupils capacity: 112% full

235 boys 50%


235 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: 543505, Northing: 174748
GPS coordinates
Latitude: 51.454, Longitude: 0.063964
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Oct. 5, 2011
Archdiocese of Southwark
Region › Const. › Ward
London › Eltham › Eltham North
Urban > 10k - less sparse
Free school meals %

rooms to rent in Greenwich

Schools nearby

  1. 0.3 miles Eltham Church of England Primary School SE91TR (312 pupils)
  2. 0.4 miles St Thomas More Roman Catholic Comprehensive School SE92SU (619 pupils)
  3. 0.5 miles Gordon Primary School SE91QG (450 pupils)
  4. 0.5 miles Crown Woods College SE92QN (1560 pupils)
  5. 0.5 miles Belcanto London Academy Theatre School SE95DQ
  6. 0.5 miles Crown Woods College SE92QN
  7. 0.6 miles Deansfield Junior School SE91RD
  8. 0.6 miles Deansfield Infant School SE91RD
  9. 0.6 miles Deansfield Primary School SE91XP (474 pupils)
  10. 0.6 miles StreetVibes Media Academy SE91DA (15 pupils)
  11. 0.7 miles Charlton Athletic Community Trust Youth SE92JR (24 pupils)
  12. 0.8 miles Eltham Hill School SE95EE (832 pupils)
  13. 1 mile Alderwood Primary School SE92JH (247 pupils)
  14. 1 mile Haimo Primary School SE96DY (288 pupils)
  15. 1 mile Wyborne Primary School SE92EH (456 pupils)
  16. 1 mile St Thomas More Catholic Primary School SE96NS (202 pupils)
  17. 1 mile Wyborne Infant School SE92EH
  18. 1 mile Wize Up SE96DN (31 pupils)
  19. 1.1 mile Henwick Primary School SE96NZ (341 pupils)
  20. 1.1 mile Christ Church Church of England Primary School, Shooters Hill SE183RS (205 pupils)
  21. 1.1 mile The Eltham Foundation School SE95EQ
  22. 1.1 mile Moatbridge School SE95LX (35 pupils)
  23. 1.1 mile Eastcote Primary School DA162ST (239 pupils)
  24. 1.1 mile Westwood Primary Junior School DA162PF

List of schools in Greenwich

Age group 3–11
Inspection date(s) 5–6 October 2011
Inspection number 376360

St Mary’s Catholic Primary School

Inspection report

Unique Reference Number 100172
Local Authority Greenwich
Inspection number 376360
Inspection dates 5–6 October 2011
Report ing inspector John Anthony

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
Nu mber of pupils on the school roll 470
Appropriate authority The governing body
Chair Mrs F Gosbee
Headteacher Miss Maureen Jackson
Date of previous school inspection 11–12 March 2009
School address Glenure Road
Telephone number 020 8850 7835
Fax number 020 8294 2688
Email address reveal email: off…
Inspection report: St Mary’s Catholic Primary School, 05-06 October 2011 2 of 14
Inspection report: St Mary’s Catholic Primary School, 05-06 October 2011 2 of 14


This inspection was carried out by four additional inspectors. They observed 21
lessons featuring the work of 16 teachers. They held meetings with representatives
of the governing body, staff, and groups of pupils. They observed the school’s work,

and looked at strategic and curriculum planning, records of pupils’ progress, school

documentation and monitoring records of teaching and learning. Inspectors analysed
149 questionnaires returned by parents and carers, as well as 29 from staff and 150
from pupils.

The inspection team reviewed many aspects of the school’s work. It looked in detail

at a number of key areas.

  • The extent to which consistently above average attainment is linked to the level
    of challenge in lessons.
  • How well cross-curricular links are supported by information and communication
    technology (ICT).
  • The cohesiveness of leadership and management at all levels in planning for
    improvement and evaluating impact.
  • How far lessons provide learning opportunities for pupils of different abilities, in
    particular by extending the learning of more-able pupils.

Information about the school

St Mary's Catholic Primary is a larger than average-sized voluntary aided school with

a Nursery, taking pupils from three to 11 years. Fifty-two children attend the Nursery

on a part-time basis and there are two Reception classes. Years 2 and 6 are
streamed in ability sets for mathematics. This system is currently being introduced in
the rest of Key Stage 2.
The large majority of pupils are of White British heritage, with just under a quarter
coming from other minority ethnic heritages. A growing number of families are
joining the school from Eastern European countries. Few pupils speak English as an
additional language. The number of pupils known to be eligible for free school meals
is low. Although the proportion of pupils with special educational needs and/or
disabilities is smaller than found nationally, the proportion with statements of special
educational needs is about average.
The headteacher has led the school since September 2010.

Inspection report: St Mary’s Catholic Primary School, 5–6 October 2011 4 of 14

Inspection judgements

Overall effectiveness: how good is the school? 1
The school’s capacity for sustained improvement 1

Main findings

This is an outstanding school. Since the last inspection, it has successfully and rapidly
addressed the issues identified for improvement under the inspirational leadership of
the headteacher. The school gives outstanding value for money because pupils are
making good progress in their learning, leading to very high attainment and
outstanding achievement.
Improvement has been galvanised at all levels. The governing body has undertaken
a wholesale review of the school’s performance, has embraced the drive for
improvement with determination, and is providing effective support. The staff are
wholeheartedly behind the headteacher in her quest to provide the best possible
learning environment for the pupils. Teaching is good and improving rapidly, with
many examples of exemplary practice. Assessment is also good overall, but not of
consistently high quality in all classes in the school. These good features, combined
with robust planning and the outstanding care, guidance and support that are
provided, stimulate pupils’ outstanding personal development. A vivid, imaginative,
and creative curriculum provides exciting opportunities for the pupils to develop their
talents for music, art and sport to the full.
The Catholic ethos influences every aspect of school life. Pupils’ spiritual, moral,

social and cultural development is outstanding. They are deeply appreciative of the

efforts of the staff to provide a safe and caring environment: ‘They listen to us, they

care about us,’ pupils say. Pupils confirm that the school is a very safe environment
where ‘everybody is kind to each other’ and ‘there’s not really anything that can be

improved’. Parents and carers agree, paying tribute to the headteacher and staff in

comments such as: ‘Our experience has been nothing short of exceptional. We
cannot praise St Mary’s staff highly enough.’
Because pupils love their school, their attendance is high. Their exemplary behaviour
at all times, both in lessons and around the school, their unfailing courtesy and their
outstanding awareness of, and engagement in, a healthy lifestyle, leave them
extremely well prepared for success in their future lives.
The Early Years Foundation Stage is well managed, provides the children with a
stimulating and enjoyable curriculum, and has made good use of the outdoor space
to provide a learning environment that is well matched to the children’s needs.
Accurate self-evaluation has informed measures to consolidate and improve upon
good teaching practice, leading to a steep upward trend in pupil performance. As a
result, pupils are making more consistent progress, lessons are more challenging,

Inspection report: St Mary’s Catholic Primary School, 5–6 October 2011 5 of 14

and leaders at all levels evaluate the impact of their actions effectively and plan for
improvement. The speed with which the school has moved forward, especially in the
past year, and its outstanding outcomes, demonstrate that the school has
outstanding capacity to continue to improve.

What does the school need to do to improve further?

  • Improve teaching and assessment by:
    introducing more clarity and consistency in marking, aligning it more
    closely to learning intentions
    setting clearer expectations and guidance about how pupils can improve
    their work.
    Pupils’ achievement is outstanding because the school has maintained consistently
    high and improving levels of attainment since the last inspection. Samples of work,
    assessment information and attainment seen in lessons, together with pupils’
    continuing very high attendance, indicate that this trend will continue for current
    Year 6 pupils. Although attainment is outstanding in English and mathematics,
    particularly at the higher levels, pupils also achieve impressively in other aspects of
    their education. Some become skilful musicians and many develop their artistic
    talents impressively; pupils also achieve well in sport. They take a keen interest in
    the world around them, gaining valuable insights into scientific discovery, and
    become familiar with cultures other than their own. All pupils, including those with
    special educational needs and/or disabilities, make good progress.
    Pupils are extremely responsible. This is seen in the extent to which they care about
    each other and the respect they show to staff and visitors. Pupils have high
    expectations of themselves and of each other. Their contribution to the community is
    exemplary. They support many charities, for example raising over £2,600 for LEPRA
    Health in Action on their own initiative, and they are actively involved in the local
Outcomes for individuals and groups of pupils 1

These are the grades for pupils’ outcomes

Pupils’ achievement and the extent to which they enjoy their learning
Taking into account:
Pupils’ attainment
The quality of pupils’ learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities
and their progress



The extent to which pupils feel safe 1


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;

and 4 is low

Inspection report: St Mary’s Catholic Primary School, 5–6 October 2011 6 of 14
Pupils’ behav iour 1
The extent to which pupils adopt healthy lifesty les 1
The extent to which pupils contribute to the school and wider community 1
The extent to which pupils develop workplace and other skills that will
contribute to their future economic well-being
Taking into account:
Pupils’ attendance


The extent of pupils’ spiritual, moral, social and cultural development 1

How effective is the provision?

The school provides outstanding care for its pupils, and they consequently flourish in
every way. Pupils’ academic progress is systematically tracked and interventions are
well directed. A wide range of partnerships has been established with support
services, including speech, music and art therapy, to help pupils with specific needs.
A rich and diverse curriculum encourages pupils to develop their talents to the full,
for example by engaging their sporting interests through participation in local
competitions. Parents and carers say that they are ‘very pleased to see lots more
after school activities’ which cater for a wide range of interests, including Gaelic
Football and Taekwondo. Impressive displays of art abound throughout the school.

In creating accurate models of mythical characters, building replicas of Second World

War fighter planes, and making the African artwork displayed in the dining hall,
pupils develop their imaginations and learn valuable design and technical skills.
These activities link directly to their overall development as articulate, confident and
considerate young people, well placed for success in their subsequent education.
The school has focused strongly on developing teachers’ planning to match pupils’
needs more closely. Facilities for ICT have been improved with the updating of the
computer suite, and the use of assessment to inform academic guidance has become
routine throughout the school, although the quality of guidance provided in marking
is variable, resulting in not all pupils knowing precisely what they need to do to
improve their work. Teaching is good, confirming the school’s own self-evaluation,
and some is outstanding. The most successful lessons engage pupils in continuous
dialogue, set a brisk pace and set high expectations. In one exemplary mathematics
lesson, for example, where pupils were learning to how use a Carroll Diagram, the

teacher’s strong subject knowledge and excellent relationship with the pupils

stimulated them to learn. They were provided with challenge that suited their varying
abilities, and they responded with a high degree of independence, learning to apply
analytical skills for themselves. The fostering of receptive pupil attitudes has been a
major factor in encouraging pupils to achieve outstanding outcomes.

These are the grades for the quality of provision

The quality of teaching 2
Inspection report: St Mary’s Catholic Primary School, 5–6 October 2011 7 of 14
Taking into account:
The use of assessment to support learning
The extent to which the curriculum meets pupils’ needs, including, where
relevant, through partnerships
The effectiveness of care, guidance and support 1

How effective are leadership and management?

The drive and ambition of the headteacher and staff have had an outstanding
impact. A highly productive partnership has been established with parents and
carers, with one parent noting ‘significant improvement in communication between
school and parents in the information provided on children’s progress’.
Following training, the governing body now understands how to interpret
performance data and has a more informed approach to holding the school to
account and understanding what it needs to do to improve. Members of the
governing body ensure that safeguarding procedures are stringently enforced and
risk assessments are thorough. The school’s highly inclusive philosophy ensures
outstanding equality of opportunity for all its pupils. All staff are trained in child

protection and are vigilant in looking after pupils’ welfare. Very effective partnerships

have been established, for example with the local cluster of schools and with private
feeder nurseries to aid transition into the Early Years Foundation Stage. The school’s
contribution to community cohesion at local and international levels is good, but it is
still working on developing its links with different cultural communities in the wider
national context.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and
driv ing improvement
Taking into account:
The leadership and management of teaching and learning


The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackle d decisively and statutory responsibilities
The effectiveness of the school’s engagement with parents and car ers 1
The effectiveness of partnerships in promoting learning and well-being 1
The effectiveness with which the school promotes equality of opportunity and
tackles discrimination
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 2
The effectiveness with which the school deploys resources to achieve value for
Inspection report: St Mary’s Catholic Primary School, 5–6 October 2011 8 of 14

Early Years Foundation Stage

Children benefit from a well-run and well-equipped setting. They are happy and
relaxed with the staff, who supervise them vigilantly and provide them with a wide
range of activities to help them learn. The curriculum is well matched to children’s
needs and abilities. They choose their own activities, work well in groups and on
their own, and respond positively to guidance. Because the children are well looked
after and feel secure in their environment, they thrive and make good progress.
Transition for children entering the Early Years Foundation Stage from private
nurseries is facilitated by a good system of liaison to ensure their entry is as
seamless as possible. Many parents and carers have commented that their children
enter Nursery, settle in quickly and are very happy.
Children in the Nursery classes have access to a delightful outside garden area. They
are encouraged to be creative. For example, while one child was threading different
coloured pasta onto a thread to make a necklace, learning valuable skills of patience
and dexterity, a group of children in the garden were using a magnifying glass to
look at leaves on the ground. They were excited to discover that some were brown
and some were yellow due to autumn changes after the leaves had fallen from the
The two Reception classes are in the main school building, where the children are
prepared well for their transition to Year 1. The Early Years Foundation Stage leader
monitors the quality of teaching and children’s progress regularly, analyses the data,
and bases planning on improving attainment. The variety of learning activities, the
free-flow between the two classes and the area outside, and their ability to
collaborate helps the children to become independent learners, and contribute well to
their good personal, social and emotional development.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years Foundation



Views of parents and carers

A higher than average proportion of parents and carers returned completed
questionnaires. Parents and carers are highly positive about the school, especially
about how much their children enjoy the ‘lovely safe environment’. Almost all said
they are happy with their children’s experience at the school and that their children
are safe there. Many of the parents’ views are reflected in the observation that St

Inspection report: St Mary’s Catholic Primary School, 5–6 October 2011 9 of 14

Mary’s is ‘a friendly and caring school that works hard to improve the life chances of
all the children that pass through its doors’.

There was no consensus of negative comment. Although some parents and carers

feel that their children could be challenged even further, and some said that their

children would benefit from more support, many more feel that the provision is

excellent, and that their children’s needs are well catered for. Overall parents and

carers share a general sense that the school is improving rapidly, many of their views

being reflected in the observation that the school has ‘very hard-working teachers

and an extremely hard-working leader who strives hardest to keep up the high


Inspection report: St Mary’s Catholic Primary School, 5–6 October 2011 10 of 14

Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at St Mary’s Catholic Primary
School to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection team received 149 completed questionnaires by the end of the on-site inspection. In
total, there are 470 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.

Statements Strongly
Agree Disagree disagree
Total % Total % Total % Total %
My child enjoys school 105 70 44 29 2 1 0 0
The school keeps my child
116 77 33 22 2 1 0 0
The school informs me about
my child’s progress
71 47 72 48 5 3 0 0
My child is making enough
progress at this school
73 48 65 43 9 6 1 1
The teaching is good at this
69 46 72 48 5 3 0 0
The school helps me to
support my child’s learning
63 42 73 48 11 7 0 0
The school helps my child to
have a healthy lifestyle
78 52 69 46 2 1 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
61 40 63 42 8 5 0 0
The school meets my child’s
particular needs
70 46 63 42 10 7 3 2
The school deals effectively
with unacceptable behaviour
83 55 56 37 2 1 2 1
The school takes account of
my suggestions and
71 47 67 44 7 5 1 1
The school is led and
managed effectively
99 66 45 30 0 0 1 1
Overall, I am happy with my
child’s experience at this
100 66 45 30 3 2 1 1
Inspection report: St Mary’s Catholic Primary School, 5–6 October 2011 11 of 14


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding
school provides exceptionally well for all its pupils’ needs.
Grade 2 Good These are very positive features of a school. A school
that is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 43 47 10 0
Primary schools 6 46 42 6
14 36 41 9
Sixth forms 15 42 41 3
Special schools 30 48 19 3
Pupil referral
14 50 31 5
All schools 10 44 39 6

New school inspection arrangements were introduced on 1 September 200 9. This means that
inspectors now make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in

secondary schools, special schools and pupil referral units.

Inspection report: St Mary’s Catholic Primary School, 5–6 October 2011 12 of 14

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning, development or training.

Attainment: the standard of the pupils’ work shown by test and

examination results and in lessons.

Capacity to improve: the proven ability of the school to continue

improving. Inspectors base this judgement on what
the school has accomplished so far and on the
quality of its systems to maintain improvement.

Leadership and management: the contribution of all the staff with responsibilities,

not just the headteacher, to identifying priorities,
directing and motivating staff and running the

Learning: how well pupils acquire knowledge, develop their

understanding, learn and practise skills and are
developing their competence as learners.

Overall effectiveness: inspectors form a judgement on a school’s overall

effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall
effectiveness judgement will be.

  • The school’s capacity for sustained
  • Outcomes for individuals and groups of
  • The quality of teaching.
  • The extent to which the curriculum meets
    pupils’ needs, including, where relevant,
    through partnerships.
  • The effectiveness of care, guidance and

Progress: the rate at which pupils are learning in lessons and

over longer periods of time. It is often measured

by comparing the pupils’ attainment at the end of a

key stage with their attainment when they started.

Inspection report: St Mary’s Catholic Primary School, 5–6 October 2011 13 of 14

7 October 2011
Dear Pupils

Inspection of St Mary’s Catholic Primary School, London SE9 1UF

Thank you very much for welcoming my colleagues and me to your school. On behalf
of the team, I would like to thank the school council and those of you who met with
us at lunchtime to tell us all about the many wonderful things that you do. I am
pleased to be able to tell you that you go to an outstanding school. These are some
of the things that really stand out.

  • You are very punctual, extremely well behaved, friendly and kind to each other.
  • You work very hard, are attentive to your teachers, and make good progress in
    your lessons.
  • You are very generous, and help people who have less than you.
  • All those who lead and manage your school work hard to give you the best
    possible education, and look after you very well.
    Although yours is an outstanding school, I have asked your teachers to help you to
    learn even better by providing you with clearer expectations and guidance in their
    marking, so that you know exactly what you need to do to improve more quickly.
    You can help by continuing to work hard and asking for help when you need it.
    Again, thank you for your kind welcome, and for your friendly and very interesting
    conversations with us.
    With best wishes for the future,
    Yours sincerely
    John Anthony
    Lead inspector
Inspection report: St Mary’s Catholic Primary School, 5–6 October 2011 14 of 14

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