Gordonbrock Primary School


Name Gordonbrock Primary School
Website http://www.gordonbrock.lewisham.sch.uk/
Ofsted Inspection Rating Outstanding
Inspection Date 19 March 2019
Address Amyruth Road, Brockley, London, SE4 1HQ
Phone Number 02082916174
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 648 (48% boys 52% girls)
Number of Pupils per Teacher 20.3
Local Authority Lewisham
Percentage Free School Meals 11%
Percentage English is Not First Language 27.8%
Persisitent Absence 4.6%
Pupils with SEN Support 9.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is much larger than the average-sized primary school. Gordonbrock Primary School is one of two schools in The Eliot Bank and Gordonbrock Schools Federation. This is a hard federation formed in September 2013. The school has a much higher than average proportion of pupils from different ethnic groups. The proportion of pupils who speak English as an additional language is higher than the national average. The proportion of pupils with SEND and the proportion of pupils who have an education, health and care plan are similar to national averages. The proportion of pupils who are known to be eligible for the pupil premium is similar to the national average. The early years consists of a Nursery class and Reception Year. The Nursery places are offered in flexible hours, up to 30 hours. There is no provision for two-year-olds. The school runs its own breakfast club but outsources after-school care to an alternate provider.

Summary of key findings for parents and pupils

This is an outstanding school Leaders at all levels are united in a shared purpose and determination to secure the best outcomes for pupils, whatever their starting points. Children get off to a flying start in the early years. They engage well with the rich and motivating curriculum. They are notably confident and proud to show off their classroom and their learning. Leaders have been very successful in securing high-quality teaching in all areas of the school. On occasion, however, teachers need to check pupils’ learning consistently, so that all pupils are challenged and moved on appropriately. A thoughtful, well-considered curriculum and a rich programme of professional development results in pupils achieving well. Excellent support for pupils with special educational needs and/or disabilities (SEND) enables these pupils to learn well and make rapid progress towards age-related expectations. Pupils are rightly proud of their school and enjoy coming to school. Attendance has improved rapidly and is now better than the national average. Phonics teaching is exemplary. Pupils with lower starting points are helped to catch up quickly. Pupils’ behaviours and attitudes to learning are very strong. Pupils work equally well independently or with peers, frequently showing a mature attitude to collaboration. Leaders have created an embedded culture of safety. An essential part of the curriculum includes teaching pupils ways to keep themselves and others safe in and beyond the school. In some areas of the curriculum, disadvantaged pupils have not achieved as highly as other pupils. Leaders’ precise direction and support is ensuring that these gaps are closing quickly overtime. A significant majority of parents and carers are very positive about the work of the school. They readily praise staff’s commitment to ensuring that their children are happy, safe, enjoy school and learn well. Most pupils are skilfully supported and challenged do their best. However, on occasion, additional adult support is not sufficiently targeted to meet pupils’ needs. As a result, some pupils do not learn as effectively as they might.