Trinity St Mary's CofE Primary School
phone: 020 86734166
headteacher: Ms Julie Davey
210 pupils capacity: 108% full
110 boys 49%
115 girls 51%
Last updated: June 18, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 528296, Northing: 173119
- GPS coordinates
- Latitude: 51.443, Longitude: -0.15539
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- May 29, 2012
- Diocese of Southwark
- Region › Const. › Ward
- London › Tooting › Nightingale
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles Ravenstone Primary School SW129SS (445 pupils)
- 0.1 miles Chestnut Grove School SW128JZ
- 0.1 miles Eveline Day School SW177BQ (105 pupils)
- 0.1 miles Chestnut Grove School SW128JZ (956 pupils)
- 0.2 miles Hornsby House School SW128RS (411 pupils)
- 0.2 miles Rutherford House School SW177BS (56 pupils)
- 0.3 miles Balham Nursery School SW128JL (70 pupils)
- 0.4 miles Holy Ghost Catholic Primary School SW128QJ (206 pupils)
- 0.4 miles Bertrum House School SW177AL (88 pupils)
- 0.4 miles Oak Lodge School SW128NA (86 pupils)
- 0.5 miles Alderbrook Primary School SW128PP (265 pupils)
- 0.5 miles Fircroft Primary School SW177PP (458 pupils)
- 0.5 miles St Anselm's Catholic Primary School SW178BS (200 pupils)
- 0.5 miles Upper Tooting Independent High School SW177HL
- 0.5 miles Finton House School SW177HL (321 pupils)
- 0.5 miles Hearnville Primary School SW178RS
- 0.5 miles Holy Trinity CofE Infant School SW177SQ
- 0.5 miles L'Ecole Des Benjamins SW128PP
- 0.6 miles Henry Cavendish Primary School SW120JA (761 pupils)
- 0.6 miles St Bernadette Catholic Junior School SW120AB (241 pupils)
- 0.6 miles La Retraite Roman Catholic Girls' School SW120AB (919 pupils)
- 0.6 miles Ernest Bevin College SW177DF (1255 pupils)
- 0.6 miles Waldorf School of South West London SW120LT (62 pupils)
- 0.6 miles Broomwood Hall School SW128NR (616 pupils)
|Inspection date(s)||29−30 May 2012|
Trinity St Mary's Church of England
|Unique reference number||101047|
|Inspection dates||29−30 May 2012|
|Lead inspector||Penny Spencer|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Voluntary controlled|
|Age range of pupils||3−11|
|Gender of pupils||Mixed|
|Nu mber of pupils on the school roll||259|
|Appropriate authority||The governing body|
|Date of prev ious school inspection||16−17 March 2009|
|School address||6 Balham Park Road|
|Telephone number||020 8673 4166|
|Fax number||020 8675 8887|
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look for the link on the main Ofsted website: www.ofsted.gov.uk
|Penny Spencer||Additional inspector|
|Peter Stumpf||Additional inspector|
|Ann Sydney||Additional inspector|
This inspection was carried out with two days' notice. Inspectors observed teaching
and learning in 13 lessons taught by 11 teachers. They also observed some sessions
led by learning support assistants for small groups of pupils and undertook learning
walks. Meetings were held with staff, members of the governing body, parents and
carers, and pupils from the school council. Inspectors heard a number of pupils read
in Year 1 and Year 6. Inspectors observed the school’s work and looked at school
evaluation documents, safeguarding documentation, data on pupils’ progress and
development planning. Responses from 38 questionnaires completed by parents and
carers were analysed, as well as those from pupils and staff.
Information about the school
This larger-than-average primary school serves a diverse population. Although
designated as a one-form entry school there are two classes in several year groups
as a result of an increased need for places within the local authority. The proportion
of pupils who are known to be eligible for free school meals is above average. The
majority of pupils come from minority ethnic backgrounds. Approximately a third of
pupils are learning English as an additional language, including several at a very
early stage. The proportion of pupils supported at school action plus or with a
statement of special educational needs is above average. The proportion of pupils
joining or leaving the school at other than the usual times is much higher than
average. The school meets the government’s current floor standard, which sets the
minimum standards expected for pupils’ attainment and progress. The school has
achieved the Active Mark, Artsmark and is a UNICEF Rights Respecting school.
Since the previous inspection there have been a number of changes within the
leadership team and the appointment of five newly qualified teachers.
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||1|
|Leadership and management||2|
- This is a good school. The key to the school’s good overall effectiveness is the
headteacher’s drive and determination which have raised teachers’ and the
governing body’s aspirations and improved pupils’ academic achievement while
maintaining the school’s excellent pastoral care. It is not yet outstanding
because pupils’ achievement and the quality of teaching are not yet
- Achievement is good because all groups of pupils, including disabled pupils and
those who have special educational needs, make good progress from their
starting points. Progress in literacy is sometimes outstanding but progress in
mathematics is less consistent, especially in Key Stage 1. Attainment at the end
of Key Stage 2 is broadly average but rising. Children in the Reception class
make at least good progress from their starting points especially in the
development of early literacy skills.
- Pupils’ behaviour is outstanding and their attendance is above average. Pupils
have very positive attitudes to learning and they work together in a spirit of
true cooperation. They know they are part of a caring community and feel safe
and secure within it.
- Good teaching overall stimulates the pupils’ imaginations, drives learning
forward and is the foundation for good achievement. The teaching of literacy,
including reading, is a strength; however, the teaching of mathematics is less
consistent, especially in Key Stage 1, which slows the progress for some pupils.
- Leadership and management are good and there is a strong capacity for further
improvement. The management of teachers’ performance is very effective and
has been the catalyst for halting underachievement, promoting improvement in
pupils’ progress and raising attainment.
What does the school need to do to improve further?
- By summer 2013, further raise achievement by improving the quality of
teaching so that more teaching is outstanding, especially in mathematics and
Key Stage 1, by:
– sharing the outstanding practice that exists within the school especially
with less-experienced colleagues
– ensuring pupils have enough time to respond to teachers’ feedback in
– increasing the amount of problem solving using real-life examples.
Achievement of pupils
Children join the Early Years Foundation Stage with skills that are below, and
sometimes well below, those expected for their age. They make good progress. As a
result, by the end of their Reception year most children’s skills are in line with those
expected for their age, especially in communication, language and literacy. Progress
in early mathematics skills is gradually improving.
Pupils continue to make good progress, and attainment in Key Stage 1 is rising,
especially in literacy. Although attainment in mathematics has been significantly
below the national average it is improving. Achievement across Key Stage 1 is much
improved this year and is above average in both literacy and mathematics.
Continued good progress means pupils leave Year 6 with attainment that has been
rising steadily. The dip in attainment in 2011 is set to be reversed this year as
current data show a steady rise in outcomes for all pupils to above average
attainment, including in mathematics. This was shown by lesson observations and
scrutiny of pupils’ work too. These findings endorse the views of the majority of
parents and carers who consider their children are making good progress.
Disabled pupils and those with special educational needs, pupils who speak English
as an additional language, and those pupils who might join the school at unusual
times make good progress from their starting points because their needs are
carefully assessed and work is planned appropriately. Pupils who are known to be
eligible for free school meals do well as a result of careful use of the pupil premium
to provide additional support and resources.
Pupils who read to the inspectors had a very positive attitude to reading, which was
further evidenced during observations in the classrooms. Younger pupils show
developing skills appropriate for their age, supported by a regularity of reading at
school, and attainment at the end of Key Stage 1 is above average. By the end of
Year 6 pupils are showing a great deal of sophistication in their reading ability and
understanding of different texts and authors. Attainment is good, ensuring they are
well placed to move into the next stage of their education.
Pupils have high aspirations and are determined to do well. Their positive attitudes
and the excellent way in which they work together contribute significantly to their
effective acquisition of knowledge and development of essential skills.
Quality of teaching
The inspection confirms the judgement of almost all parents and carers, that their
children are taught well and their individual needs are carefully met.
Children are given a stimulating start in the Early Years Foundation Stage because
good, well-organised teaching creates learning opportunities that are personalised
for the needs of most children. Children were observed in the outside area playing a
mathematical game with their teacher involving subtracting bricks from big towers
with obvious enjoyment and good levels of skill. The exciting learning environment
both indoors and outdoors allows children to develop good independent learning
skills that are supported through appropriate intervention by adults.
Teachers are secure in their assessment of how well pupils are doing and the needs
of different groups within their classes. As a result, teachers generally plan activities
that are appropriately challenging for different groups of learners by age and ability.
The teaching of literacy, including reading, has been a focus for the school and
teachers are secure with the successful, well-established systems and procedures.
The recent introduction of a numeracy scheme to support and improve the
consistency of mathematics teaching is beginning to have a positive impact. This is
less secure in a few classes as some teachers, especially in Key Stage 1, are over
reliant on the use of worksheets and do not always link tasks with enough real-life
situations. Gifted and talented pupils are supported well in small group activities
outside of normal lessons
Disabled pupils and those with special educational needs, as well as those who speak
English as an additional language do well because learning is carefully tailored to
their needs. Very effective deployment of learning support staff allows all pupils to
access the curriculum effectively.
Marking of work, especially in literacy, is thorough and challenges pupils to correct
their mistakes. Pupils, from a very young age, effectively use a traffic light system to
self-assess their understanding and there are lots of opportunities to respond to
feedback. These opportunities are less evident in mathematics. The school is
currently reviewing the mathematics marking policy to address this.
Teachers use the well-planned curriculum effectively, to ensure pupils have a broad
and balanced experience that is supported by frequent trips to places of interest.
Pupils in Year 5 used highly developed literacy skills to skim text for important
information on the Aztecs leading to excellent understanding by the end of the
The school’s Christian ethos is evident in all its work and teachers successfully use
every opportunity to promote tolerance and respect for others. These opportunities
successfully support the pupils’ good spiritual, moral, social and cultural
Behaviour and safety of pupils
Pupils from diverse backgrounds get on extremely well together. They are courteous,
polite and support one another exceptionally well. Staff model by their actions how
relationships can be built on mutual respect and consideration for the feelings of
others. Consistency in managing behaviour allows pupils to retain their vibrant
character within an atmosphere that is purposeful and caring.
Older pupils take on responsible roles in the school, managing the office at
lunchtimes, helping in the dinner hall and as playground helpers. They act as strong
role models for the rest of the pupils and contribute effectively to the overall
Behaviour in lessons is excellent The consistent approach to behaviour management
means lessons are very rarely disrupted and pupils who may have difficulties in
managing their behaviour are continually supported to succeed. Scrutiny of
behavioural records and discussions show this is the case over time too. Pupils make
an exceptional contribution to their own learning. They respond very enthusiastically
to opportunities to work independently or collaboratively on group tasks. Several
parents and carers commented on the quality of care and support that their children
received when they joined the school mid-term from abroad, which allowed them to
settle in quickly and make friends.
The school has very comprehensive procedures in place to check on and promote
attendance. As a result, and because of pupils’ very positive attitudes towards
school, attendance levels are now above average. Punctuality is consistently good,
despite the fact that many families travel considerable distances to school.
Pupils demonstrate a very strong awareness of how to identify risks and keep safe,
including on the internet. Bullying in any form was said to be very rare including
cyber-bullying and if there is any it is dealt with quickly and effectively. All parents
and carers who spoke to inspectors or returned the questionnaires feel the school
keeps their children safe and that behaviour is good. As one parent stated in a
comment echoed by others, ‘My children have loved this school from the first day
they arrived. They are happy and can’t wait to come every day.’
Leadership and management
Good leadership and management provide the school with a sharp focus on
improvement and a clear vision for future development. Self-evaluation is accurate
and informs good-quality strategic planning that provides clear direction for the
successful implementation of the school’s aims.
School leaders have developed an environment in which there is a constant drive to
raise achievement. The school’s strong emphasis on continuing professional
development for all staff, is a strength. As a result, new teachers are quickly inducted
into the school and can swiftly contribute to the improvement in learning. Secure
systems and procedures also allow senior leaders to fill in any gaps that may be
caused by unforeseen events, with no adverse impact on the smooth running of the
The governing body provides effective strategic direction and is committed to the
school’s improvement. It provides a good level of challenge to school leaders,
informed by regular monitoring of improvement. These features, and the track
record of improvements since the previous inspection, underpin the school’s strong
capacity for further improvement.
The good curriculum is broad, with well-developed provision for the needs of all
pupils. It uses a range of technology to enhance learning and builds well on pupils’
previous learning and their first-hand knowledge of diversity and other cultures. The
take-up of the extra-curricular activities is high and parents and carers are very
appreciative of the extra opportunities available for their children, including the
recent provision of a breakfast club.
There are strong partnerships with local universities. The school is highly regarded
by providers, for the quality of support and learning experiences it offers students.
The leadership team works with a small cluster of schools to improve provision
across the group and the local authority uses the expertise of the school’s advanced
skills teachers to support other schools.
Leaders’ and managers’ impact on pupils’ spiritual, moral, social and cultural
development is very positive. Through their committed, faith-based ethos they
promote a strong climate for pupils to work and play together harmoniously. This
good practice reflects the school’s rigorous attention to promoting equality of
opportunity and tackling discrimination.
School leaders have worked effectively to engage with parents and carers. The
majority of parents and carers say that their views are sought and acted upon, and
they are kept very well informed of the progress of their children.
The school site is well maintained and arrangements for safeguarding pupils are
exemplary; staff have a robust knowledge of procedures to safeguard pupils’ welfare
What inspection judgements mean
|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|
|Pupil referral |
New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September to 31 December 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consis tent with the latest published official statistics about
maintained school inspection outcomes (see www.ofsted.gov.uk).
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.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning and development taking account of their
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Attendance: the regular attendance of pupils at school and in
lessons, taking into account the school’s efforts to
encourage good attendance.
Behaviour: how well pupils behave in lessons, with emphasis
on their attitude to learning. Pupils’ punctuality to
lessons and their conduct around the school.
Capacity to improve: the proven ability of the school to continue
improving based on its self-evaluation and what
the school has accomplished so far and on the
quality of its systems to maintain improvement.
Floor standards: the national minimum expectation of attainment
and progression measures.
Leadership and management: the contribution of all the staff with responsibilities,
not just the governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.
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.
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.
Safety: how safe pupils are in school, including in lessons;
and their understanding of risks. Pupils’ freedom
from bullying and harassment. How well the school
promotes safety, for example e-learning.
31 May 2012
Inspection of Trinity St Mary’s Church of England Primary school, London
Thank you very much for the friendly welcome you gave us when we visited your
school. We enjoyed talking with you and seeing you at work and play in the beautiful
weather. We particularly enjoyed talking to you about what it is like to be a pupil in
your school, hearing you read and coming to see your lessons. Your parents and
carers are very pleased with the school. This letter is to tell you that we found that
Trinity St Mary’s is a good school. Some of the things that make it good are that:
- you behave extremely well and you are very helpful, thoughtful and polite
- you work hard and you make good progress to achieve well
- you enjoy your lessons and your curriculum topics are interesting and exciting
- you have good school leaders and teachers who make sure you feel very safe.
To help your school to be even better we have asked your headteacher and senior
- help you achieve even more highly in mathematics by making more teaching
You can help by continuing to work hard and by enjoying everything you do at
We send you our best wishes for the future.