Ravensworth Primary School

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About Ravensworth Primary School


Name Ravensworth Primary School
Website http://www.ravensworthprimary.co.uk
Inspections
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Headteacher Mr Paul Murphy
Address Ravensworth Road, Mottingham, London, SE9 4LW
Phone Number 02088574181
Phase Academy
Type Academy converter
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 286
Local Authority Bromley
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

Main findings

In accordance with section 13 (5) of the Education Act 2005, Her Majesty's Chief Inspector is of the opinion that the school no longer requires significant improvement. Mottingham Primary School is a good and rapidly improving school. Children get off to a good start in the Early Years Foundation Stage.

This continues through the school and pupils, including those with special educational needs and/or disabilities and those for whom English is an additional language, make good progress in line with their capabilities This is because teaching is good. Good care, guidance and support mean that pupils enjoy school, feel safe, get on well together, lead healthy lifestyles, behave well and play their part ...in enabling the school to run smoothly. Pupils' attainment at the end of Year 6 has risen sharply over the last year and is average in English and mathematics.

This is especially the case for pupils who have been at the school since Year 2. Relationships between pupils and adults are consistently good, and this is a key feature of lessons. As a result, pupils try hard to please staff.

Teachers ask probing questions which encourage pupils to think carefully and develop independence in their learning. Nevertheless, inconsistencies remain in the quality of teaching across the school. The purpose of lessons is included in planning, but what pupils at different levels of ability are expected to learn is not.

The result of this is that pupils are not always set challenges appropriate to their abilities. Marking is encouraging but does not always provide enough guidance for pupils, and where next steps are indicated, pupils are not always given enough time to respond to suggestions made. This means that marking is not leading to improvement effectively enough.

The curriculum is enriched by a wide variety of visitors to the school and visits to places of interest. Effective links with outside agencies and other schools are leading to improved outcomes for pupils. The headteacher and deputy provide a clear sense of purpose, and strong teamwork between the headteacher, staff and the governing body is a notable feature of leadership and management.

Senior staff and middle leaders are developing the skills necessary to carry out their roles but, with the focus quite rightly being on raising attainment in reading, writing and mathematics, most middle leaders have not yet had sufficient opportunities to monitor progress and attainment in their areas of responsibility. The result of this is that they have not yet had a strong enough impact on learning. Links with parents and carers are good.

The governing body is keen and supportive. Self-evaluation is accurate and appropriate priorities for development are identified. This, along with the positive relationships throughout the school and the school's success in raising attainment, demonstrates the school's good capacity to sustain further improvement.

Information about the school

This school is larger than most primary schools and draws its pupils from the local area. A large majority of pupils are from a White British background, with very small minorities from Caribbean, African and any other White backgrounds. Overall, the proportion of pupils from minority ethnic backgrounds is above average, although the proportion speaking English as an additional language is below average.

An above average proportion of pupils have special educational needs and/or disabilities; the proportion of pupils who have a statement of special educational needs is also above average. Higher-than-average proportions of pupils are known to be eligible for free school meals. The numbers of pupils leaving or joining the school during the year is well-above average.

The Early Years Foundation Stage consists of one Reception class. The school has gained a Healthy Schools award. A privately run after-school club for child care purposes managed by Bromley MyTime is based at the school and is subject to a separate inspection.

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