John Ruskin Primary School and Language Classes

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About John Ruskin Primary School and Language Classes

Name John Ruskin Primary School and Language Classes
Ofsted Inspections
Co-Headteachers Miss Clare Tayton
Address John Ruskin Street, Camberwell, London, SE5 0PQ
Phone Number 02077035800
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 480
Local Authority Southwark
Highlights from Latest Inspection

What is it like to attend this school?

Pupils love learning and thrive at this welcoming and supportive school.

They enjoy the wide range of learning opportunities available through the academic curriculum and beyond. Pupils study a broad and ambitious curriculum that enables them to develop a deep and rich body of knowledge in different subjects. Staff are determined that pupils will excel.

Pupils, including those with special educational needs and/or disabilities (SEND), achieve well. As a result, pupils are very well-prepared for the next stage of their learning.

Behaviour is extremely positive.

Pupils have a clear sense of right and wrong. They are confident, articulate, well behaved ...and kind. They look out for each other and those around them to make sure that no one is left out.

Incidences of bullying are rare and dealt with swiftly. Pupils know they can speak to adults about their concerns. They appreciate the 'chat zone' when they need to discuss any worries they may have.

This ensures pupils feel safe and are kept safe in school.

Pupils are keen to take on additional responsibilities, such as being members of the school council. Pupils attend a wide range of additional activities, including ballet, art, drama, boxing and cooking, using vegetables from the school garden.

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

The school has adopted a curriculum that matches and, in some areas, exceeds the ambition of what is expected nationally. Leaders have considered carefully what pupils need to learn. The curriculum is well-sequenced from early years onwards and for those pupils who access the school's specialist language classes.

For example, in mathematics, place value and number is prioritised from the Nursery, where children practise counting and matching amounts. This foundational knowledge helps older pupils to solve and explain increasingly complex mathematical problems. Similarly, in music, pupils learn and perform different musical elements using their bodies, voices and a range of instruments.

This helps older pupils listen to and respond to a range of musical styles and genres.

The planned curriculum is implemented with high levels of consistency. Teachers are well-trained and have strong subject knowledge.

This ensures they explain new concepts effectively. Assessment is used effectively. Teachers routinely check pupils' understanding and swiftly address any misconceptions.

Reading is prioritised for all pupils. Staff are highly trained to deliver the agreed phonics programme from the Reception year onwards. Pupils practise reading using books that closely match the sounds they are learning.

This helps pupils to become fluent and confident readers. Staff expertly support those pupils who find reading more difficult. These pupils typically catch up with their peers.

Across the school, pupils develop a love for reading. The read widely and often and eagerly discuss a wide range of authors and literature.

Staff have been well-trained and are skilled in meeting the additional learning needs of pupils with SEND.

Appropriate adaptations are made to tasks and activities so that, wherever possible, pupils access the same ambitious curriculum as their peers. The language resource provision provides specialist support. It is fully integrated into the school community.

Parents and carers speak highly of the help provided for pupils with SEND.

Behaviour in lessons and around the school is exemplary. This begins in early years, where children are taught to share resources, listen to each other and take turns.

Pupils demonstrate consistently positive attitudes to their learning. They work hard and are motivated to tackle things they did not think achievable at first. Learning is not disrupted.

Outside in the playground, pupils of all ages interact well together. The school takes a proactive approach to encouraging high attendance.

Pupils' broader personal development is exceptional.

Pupils embody the school's core values and understand right and wrong. The curriculum is designed to help pupils to understand what constitute safe and respectful relationships and the importance of healthy and active lifestyles. They are encouraged to make a positive contribution to the school community.

For example, pupils participated in a 'road to well-being' project with an artist, creating paintings in the school and playground.

Those responsible for governance know the school well. This enables them to work closely with the leaders, providing appropriate support and challenge.

Leaders place a high priority on the well-being of staff and pupils. Staff are effusive in their praise about the support they receive to carry out their roles effectively.


The arrangements for safeguarding are effective.

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