Christ Church CofE Primary School

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About Christ Church CofE Primary School


Name Christ Church CofE Primary School
Website http://www.christchurchbattersea.co.uk/
Inspections
Ofsted Inspections
Headteacher Mrs Colette Morris
Address Batten Street, Battersea, London, SW11 2TH
Phone Number 02072282812
Phase Primary
Type Voluntary aided school
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 114
Local Authority Wandsworth
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are safe and happy here. They are taught to be respectful and to be ready for learning.

Pupils appreciate the love, care and guidance that adults show towards them.

Pupils typically behave well. They are kind to and considerate of others.

Pupils are confident and polite when speaking to adults and each other. They know how to raise concerns and who to speak to about them.

Staff encourage pupils to respect people's different beliefs.

They are proud to represent the school in local competitions, such as reading and mathematics challenges.

Pupils learn to understand the importance of biodiversity and sustainability through the s...trong promotion of and participation in outdoor learning. The use of the school and community gardens enables pupils and staff to make positive links with parents, carers and local residents.

Pupils follow a broad curriculum. However, the school's curriculum thinking is not strong. The key content and concepts that all pupils should learn are not explicitly defined in every subject.

Sometimes, in some subjects, this means that pupils do not develop a rich understanding of crucial knowledge. As such, they are not strongly prepared for the next stages of learning.

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

In some subjects, the school identifies some important content and concepts it wants pupils to learn and remember over time.

For instance, in art, pupils are taught a wide range of artistic techniques that build in complexity. They learn to use a range of techniques to explore impression and relief printing methods as they move through the school. Staff are proud to be part of the school.

Leaders consider the well-being of staff. The school organises relevant professional development opportunities for staff. However, this has not ensured that teachers have sufficient subject expertise in developing the consistency and coherence of the delivery of the curriculum.

In other subjects, the school is in the early stages of breaking down the content into key building blocks that pupils should know. As a result, the school has not fully identified how knowledge and skills should build up in these subjects over time. The school has not ensured that teachers' subject and pedagogical knowledge is secure.

Sometimes, this means that pupils are taught incorrect information and become confused when misconceptions go unnoticed or unchallenged. In the early years, curriculum thinking does not ensure that children build their knowledge securely in the indoor and outdoor areas. The school does not make sure that learning in Nursery and Reception deepens children's understanding across all areas of learning, including through practical and purposeful experiences.

Since the last inspection, the school has focused on strengthening the processes for identifying pupils with special educational needs and/or disabilities (SEND). Leaders ensure that there are some effective opportunities in place to support pupils with SEND. Teachers are developing their skills in adapting teaching to meet the needs of all pupils.

They do not use assessment routinely well to check pupils' understanding. As a result, teachers are unclear about what pupils should know and can remember. In early years, opportunities to secure or deepen children's understanding are sometimes not maximised.

Adults' interactions do not routinely encourage high-quality discussions, children's thinking, or their use of imagination.

The school is ambitious in wanting every pupil to develop a love of reading. Staff receive effective support from leaders and external advisers to ensure that the phonics programme is delivered consistently.

Pupils regularly recite rhymes and rehearse different sounds. They use books that match the sounds they are taught. Staff help pupils at risk of falling behind to learn the sounds they should know.

Adults suitably support pupils to read with increasing fluency.

The revision to the school's approach to behaviour management has led to significant improvements to pupils' positive conduct, attitudes to learning and reduction in suspensions. Adults are consistent in ensuring that pupils learn to follow routines in meeting the school's clearly defined expectations of behaviour.

There is a coordinated approach from leaders and staff to improving pupils' attendance and punctuality.

The school thinks carefully about pupils' personal development. For example, pupils learn about how to improve their social and emotional development, including positive self-esteem and self-control.

They are supported in understanding the importance of making responsible decisions in their lives in relation to health and hygiene, including oral care.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has not identified the key knowledge that pupils should know and remember in several subjects.

This means that teachers are unclear about what pupils should learn. Consequently, pupils do not build a secure depth of knowledge and understanding in these subjects. The school should ensure that it clearly defines and sequences the key content and concepts pupils need to know in all subjects.

• The school has not made sure that staff have had the appropriate training on improving subject-specific and pedagogical knowledge. As a result, teachers do not use assessment routinely well to check pupils' understanding, which leads to misconceptions in pupils' knowledge and understanding. The school should ensure that staff receive the training they need to develop expertise in teaching the curriculum with accuracy and precision, including the careful checking of what pupils know and remember.

• In the early years, curriculum thinking does not ensure that children build up their knowledge securely in the indoor and outdoor areas. This limits children in accessing practical and purposeful learning experiences routinely. The school should continue to develop the full breadth and high-quality promotion of the early years curriculum securely.


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