Castilion Primary School

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Castilion Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Castilion Primary School.

To see all our data you need to click the blue button at the bottom of this page to view Castilion Primary School on our interactive map.

About Castilion Primary School


Name Castilion Primary School
Inspections
Ofsted Inspections
Headteacher Mrs Yvonne Bishop
Address Copperfield Road, Thamesmead, London, SE28 8QA
Phone Number 02083115177
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 359
Local Authority Bexley
Highlights from Latest Inspection

What is it like to attend this school?

The school is coming out of an unsettled period.

Significant changes to governance, leadership, and staffing arrangements have meant that leaders' expectations over time have not been consistently high. Pupils have experienced several changes in teaching staff. Some parents and carers expressed concerns about the impact of high staff turnover on their child's education.

Trust leaders have ensured that a stable leadership structure is now in place.

Leaders have reviewed systems for managing pupils' behaviour. They have established clear approaches that teach pupils how to behave well.

Pupils understand these expectations. However, some members of staf...f do not manage behaviour as routinely well. This means that pupils' behaviour is not as good as it could be.

Pupils attend school regularly. They are safe and mostly happy in school. Some pupils choose not to report incidents of bullying.

They said that some adults do not deal with concerns in a timely manner. Leaders have not provided pupils with a broad range of experiences. A small number of clubs are offered.

The newly appointed senior leaders are ambitious for the school and to drive improvements in the education for all pupils.

What does the school do well and what does it need to do better?

Leaders have made significant improvements to the school's curriculum over recent time. They have ensured that clear curriculum goals are in place for all subjects.

However, in many subjects, there has not been sufficient time to ensure that pupils fully benefit from them. In some subjects, curricular thinking is progressive and identifies what pupils need to learn and when. For example, in mathematics, important content is built upon sequentially.

In early years, changes have been made to ensure that all areas of learning are planned for. However, too often teaching, including in early years, does not follow the intended curriculum securely, which limits pupils' deeper understanding.

Where teaching presents information clearly, this helps to build pupils' knowledge and understanding.

Sometimes, teachers address pupils' misunderstandings successfully. However, this is not done consistently. Typically, teaching does not check what pupils can do and build on this effectively.

Pupils' misconceptions go unnoticed or unaddressed. Teachers' expectations of pupils' work are variable. This means some pupils do not achieve as well as they could.

Most curriculum subject leaders are new to post. Despite the recent coaching that leaders have provided, some subject leaders have not developed the expertise to support teachers in ensuring that the curriculum is delivered with consistency.

Leaders treat reading as a priority.

They have trained staff in delivering the newly introduced phonics programme to help pupils learn to read fluently. Leaders check regularly how well pupils read. They use pupils' assessment information to identify additional support for any pupils who struggle to learn to read.

However, many pupils in Years 3 to 6 continue to need extra reading support.

Leaders have worked with staff to support their understanding of how best to support pupils with special educational needs and/or disabilities (SEND). They have begun to introduce systems to accurately identify pupils who may need support.

However, staff expertise in providing appropriate adaptations for to support the learning of pupils with SEND is variable.

Leaders are working to improve the culture of behaviour. They have taken appropriate actions that have led to a reduction in the number of suspensions and incidents that disrupt pupils' learning in lessons.

In early years, adults interact with children positively and relationships are generally supportive. However, staff do not ensure that children in the early years learn routines sufficiently well in order to routinely sustain their listening and concentration during carpet sessions. As a result, sometimes, children do not persevere with activities.

This is also because many resources are uninspiring and do not motivate the children's interest.

The newly developed personal, social and health education curriculum is ambitious. Staff encourage pupils to learn about keeping healthy and respecting differences.

Pupils show an understanding of different types of families. Leaders do not ensure that pupils have a wide variety of enrichment opportunities. Pupils' participation in existing clubs, such as football and gymnastics, is low.

Leaders do not have a clear oversight of how many pupils with SEND attend these clubs.

The trust is fully aware that the school is not where it should be. Leaders have identified accurately what needs to improve.

The trust has taken swift action in supporting leaders in addressing these areas of development. This includes through additional staff with relevant expertise. The trust's actions have begun to ensure that rapid improvements occur.

Most staff said that leaders were considerate of their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have ensured that systems to safeguard pupils have been prioritised.

This includes the updating of procedures for reporting concerns. Staff receive training to help them identify pupils who may need help. Leaders continue to further strengthen the systems they use to record safeguarding and behaviour concerns, including any discriminatory behaviour.

Leaders work closely with other professionals to support pupils and families.

Leaders have reviewed the curriculum content to ensure that pupils are taught how to stay safe. Pupils know about the dangers of using social media.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders do not ensure that teaching delivers the curriculum consistently well, including in the early years. Subject leadership is at an early stage of development. Sometimes, teachers do not have a secure understanding of how to implement curricular thinking well.

This leads to pupils' misconceptions not being addressed effectively. Leaders should continue to take action to ensure that subject leaders and all staff have the necessary subject and pedagogical knowledge to teach the curriculum and check pupils' understanding effectively. ? Leaders' systems for identifying and adapting the curriculum for pupils with SEND are not secure.

Teachers do not make sufficient adaptations to ensure that pupils with SEND achieve well. Leaders need to ensure that teachers know how to adapt and support pupils appropriately, so that pupils with SEND can access the same curriculum successfully offered to their peers. ? Leaders do not ensure that all staff consistently manage pupils' behaviour and attitudes.

As a result, the behaviour of pupils does not reflect the high expectations that leaders have set, and learning is interrupted in lessons. Leaders must ensure that all staff use behaviour systems routinely so that behaviour is good across the school, including in early years. ? Leaders do not ensure that pupils have a wide variety of enrichment opportunities.

Pupils' take up of existing clubs is low. Leaders should ensure that they provide greater opportunities for pupils to develop their talents and interests. They should also check carefully that all pupils, including those with SEND, benefit from these activities.


  Compare to
nearby schools