Oratory Roman Catholic Primary School

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Oratory Roman Catholic Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Oratory Roman Catholic Primary School.

To see all our data you need to click the blue button at the bottom of this page to view Oratory Roman Catholic Primary School on our interactive map.

About Oratory Roman Catholic Primary School

Name Oratory Roman Catholic Primary School
Website http://www.oratory.rbkc.sch.uk
Ofsted Inspections
Headteacher Mrs A Steinart
Address Bury Walk, Cale Street, London, SW3 6QH
Phone Number 02075895900
Phase Primary
Type Voluntary aided school
Age Range 5-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 211
Local Authority Kensington and Chelsea
Highlights from Latest Inspection

What is it like to attend this school?

Oratory is a warm and welcoming place. Pupils are polite and considerate. They are confident and enjoy coming to school.

Staff work in close partnership with parents and the community to deliver the best experience for all pupils. Pupils feel safe and are kept safe. They thrive in this positive environment.

Staff at the school have highest aspirations for pupils' achievement. The school's curriculum is ambitious and provides pupils with a rich and stimulating education. Pupils work hard and show high levels of commitment to their learning.

The school has clear expectations of pupils' behaviour. This starts in the early years, where children quickly settle int...o daily routines. Pupils are highly respectful of others and take pride in their achievements.

The school develops pupils' independence and character. As pupils get older, they are keen to take on a range of responsibilities, including supporting the well-being of others. For example, Year 6 'Owls' support 'Owlets' in Reception.

The school provides pupils with an extensive range of opportunities to develop their talents and interests. Pupils take part actively in a variety of trips and activities. Pupils regularly participate in clubs, including chess, football, ballet and coding.

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

The school has a broad and highly ambitious curriculum. It is well sequenced and enables pupils to build their knowledge securely as they move through the school. Pupils learn to think like subject specialists, for example as scientists and historians.

They practise and apply their learning with confidence, for example when exploring the significance of historical events, people and places in the local area.

The school's curriculum secures foundations on which to build right from the start. The school swiftly identifies children's developmental needs.

Teachers ensure that activities are carefully adapted to meet these needs. They provide high levels of support for children to develop their language and communication. Children in the early years flourish in this supportive and purposeful environment.

The school's focus on early reading is at the heart of curriculum planning. From the start of Reception, pupils learn to read using phonics. Staff have been trained well and teach with precision.

Pupils and those at the early stages of reading develop the phonic knowledge and skills they need to read with fluency. Teachers make sure that pupils read books that match the sounds they know. The school swiftly identifies pupils who struggle.

This ensures that pupils, including those with special educational needs and/or disabilities (SEND), are supported to become confident readers. The school promotes a love of reading through selecting texts with care, from a diverse range of high-quality texts. Pupils enjoy reading from a wide variety of authors.

Teachers plan work for pupils which matches the aims of the school's curriculum consistently. They have good subject knowledge. They choose activities which help pupils to remember the knowledge they have been taught in the long term.

They check pupils' understanding regularly, carefully addressing any gaps in knowledge. Pupils have highly positive attitudes to learning, keenly contributing their ideas in lessons.

The school identifies pupils with SEND with precision.

Staff are ambitious for these pupils and ensure that they follow the same curriculum as their peers, with adaptations if they are needed. Pupils, including those with SEND, produce high-quality work across curriculum subjects. Pupils achieve exceptionally well.

The school has a rich and varied programme for personal development. Pupils learn about how to look after their physical and mental health. They value learning about the importance of equality and diversity.

Pupils appreciate and respect difference in the world. They enjoy opportunities to discuss views and opinions that are different from their own. The school plans a range of visits and activities which support pupils' learning in meaningful ways.

Pupils talk enthusiastically about visits to the science museum, local churches, and participation in after-school clubs.

Pupils attend very well. Leaders have effective systems for ensuring that pupils attend school regularly and on time.

They work closely with other agencies to ensure that pupils' welfare is carefully monitored, so that action can be taken if there are patterns of concern.

The school provides pupils with an education that is exceptional. Leaders ensure that there are high-quality professional development opportunities for staff.

Staff are proud to work at the school and say leaders are considerate of their workload. Governors fulfil their statutory responsibilities well. They ensure that the school has a clear vision and strategy.

Governors hold leaders to account for the quality of education at the school. Parents are very positive about the school and the education it provides.


The arrangements for safeguarding are effective.

  Compare to
nearby schools