Keyworth Primary School

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About Keyworth Primary School

Name Keyworth Primary School
Ofsted Inspections
Executive Headteacher Headteacher Sarah Beard
Address Keyworth Primary School, Faunce Street, London, SE17 3TR
Phone Number 02077351701
Phase Primary
Type Community school
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 358
Local Authority Southwark
Highlights from Latest Inspection


Keyworth Primary School continues to be a good school.

What is it like to attend this school?

The school has high expectations of pupils. Pupils achieve well in their learning and play an active part in their community. For example, at harvest time, pupils collect food for the local food bank.

They then volunteer their time to help distribute the food.

Pupils are polite, kind and considerate. They work well together in lessons.

Pupils listen to staff, follow instructions and behave calmly in the building. They enjoy playing with their friends in the school's spacious play areas. Staff look after pupils and keep them safe.

The school enhances pupils' through outings to museums and places of worship. Boys and girls take part in clubs such as football, rugby and boxing during their time at the school. Pupils enjoy organising and taking part in the annual school carnival, playing music and dancing in the street parade.

Parents and carers value the work of the school. They appreciate the smiles from staff at the start of the day. One parent summed up the views of many, saying, 'Everyone wants the best for the children.'

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

Leaders have developed an ambitious curriculum that is bespoke for pupils at the school. They have thought about the knowledge and skills pupils need to learn, and when. This includes children in the provision for two-year-olds and the Nursery.

The curriculum content has been sequenced so that pupils build their understanding gradually, step by step. For example, in mathematics, pupils in Year 1 learn to read, write and order numbers up to 100. Pupils in Year 4 practise these same skills with numbers over 1000.

Leaders have considered how pupils develop an early understanding of different subjects. For example, children in Reception looked at photos of familiar people to help them develop their understanding of past and present. They build on this in Year 1, when pupils compare household objects we use now with objects used in the past.

By the time they are in Year 6, pupils are able to plot periods in history chronologically on a timeline.

Staff help pupils to remember what they have been taught before. For example, in mathematics, teachers revisit concepts that pupils have learned before introducing new learning.

In some subjects, pupils are set tasks in lessons that are not effective in helping them learn essential knowledge. This is due to varying levels of staff's subject expertise. This leads to some gaps in knowledge and understanding in these subjects.

Teachers check what pupils know and can do. They provide effective additional support for pupils who need it. The school identifies the individual needs of pupils with special educational needs and/or disabilities (SEND).

Staff adapt teaching well so that pupils with SEND access the same curriculum as their peers. The school supports pupils to make positive choices about how they behave. As a result, there is rarely any disruption in lessons.

The school prioritises reading. This begins in the provision for two-year-olds and the Nursery, where children enjoy listening to a range of stories and rhymes. Pupils in Reception and Year 1 learn phonics every day and read books matched to the sounds they know.

This helps them build up the knowledge they need to become fluent readers. The school has clear systems for identifying and supporting pupils who need help with learning to read. These include targeted support to help pupils catch up quickly and workshops to help parents read with their children at home.

The school promotes a love of reading. Pupils listen attentively to daily story time sessions, and join in with enthusiasm. As they move through the school, pupils become confident readers who enjoy books.

The governing body is ambitious for pupils at the school. Governors know the school well and provide support and challenge to leaders. For example, governors are working with leaders to improve pupils' attendance.

They are committed to making sure pupils come to school regularly. This work is making a difference, particularly to the older pupils.

Staff are proud to work here.

They appreciate how leaders are mindful of workload and prioritise the well-being of staff and pupils.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, there are varying levels of staff subject expertise.

Lesson activities and resources sometimes do not support pupils in building up the knowledge that they need as effectively as they could. The school should ensure that staff have training to develop their subject knowledge and expertise and to design activities that will fully support the intended learning.Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in May 2018.

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