Our Lady of Victories RC Primary School

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About Our Lady of Victories RC Primary School

Name Our Lady of Victories RC Primary School
Website http://www.olov.rbkc.sch.uk
Ofsted Inspections
Headteacher Mrs Karen Wyatt
Address Clareville Street, Kensington and Chelsea, London, SW7 5AQ
Phone Number 02073734491
Phase Primary
Type Voluntary aided school
Age Range 4-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 181
Local Authority Kensington and Chelsea
Highlights from Latest Inspection

What is it like to attend this school?

This school, which is at the centre of its community, is valued by parents and carers and pupils. The atmosphere around the school is very calm.

This is because there are clear and consistent routines. Warm relationships between pupils and staff permeate the school. Pupils know who to talk to if they are worried.

They know that they will be listened to and, as a result, feel happy and safe.

The school has high expectations of pupils and ensures that they achieve well. The curriculum is ambitious for all, including pupils with special educational needs and/or disabilities (SEND).

Pupils behave exceptionally well in lessons and when moving around the s...chool. The school focuses on rewarding positive behaviour and celebrating pupils' success.The school promotes responsibility and independence in pupils, starting from early years.

For example, pupils represent their peers as part of the school council. Pupils' ideas have driven changes within the school, such as introducing a wider variety of vegetarian options at lunchtime. Pupils take these responsibilities seriously because they know that their ideas are valued and taken on board.

Parents are overwhelmingly positive about the school. For example, one parent commented: 'Our Lady of Victories is an amazing school, very family orientated, where families, teachers and children become one big family.' This view was typical of many shared by parents.

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

The school has created a curriculum that is ambitious for all pupils. It enables them to learn essential knowledge, ideas and vocabulary successfully. In most subjects, the school has identified the key information that pupils need to learn.

This has been well organised so that pupils learn in a logical manner. For example, in mathematics, children in early years practise counting numbers and recognising patterns. Older pupils go on to use this knowledge to support them to add, subtract, multiply and divide.

Children in early years are taught to create different marks, lines and patterns. The art curriculum then builds on these foundations successfully as pupils progress through the school. As a result, pupils develop a secure understanding of using shade and tone with various techniques.

They apply their understanding well, becoming proficient in creating their own pieces of work and portraying the subject matter with increasing sophistication.

In a small number of wider curriculum subjects, some of the checks on pupils' learning are not as precise as they should be. This means that teaching does not identify and fully address gaps in learning or any misunderstandings.

Consequently, in some instances, pupils are not able to remember what they are learning in the long term. Newly appointed leadership recognises this and has appropriate plans in place to improve the wider curriculum further.

Pupils with SEND are identified early on.

They receive appropriate support, including through adaptations to teaching so that they can access the same curriculum as their peers. This helps pupils with SEND to achieve well and to develop their confidence and independence.

The school has made reading a priority.

Pupils learn to read using phonics from the start of Reception Year. Leaders check pupils' progression in reading at regular intervals. They give extra help promptly to pupils who need it.

Pupils quickly gain the knowledge and skills that they need to become confident and fluent readers. Pupils read for pleasure, both at school and at home. In early years, the school ensures that children have regular opportunities for story time, as well as to develop their early language and mathematical skills.

For example, children are supported to expand the words that they use to describe feelings through exploring the different emotions that are experienced by characters in the books that they read.

A purposeful atmosphere, together with a strong ethos, is clear throughout the school. Behaviour in classrooms and around the school is exemplary.

This is because staff have consistently high expectations and communicate these clearly. Pupils understand what is expected of them and act accordingly. The school has robust systems in place to monitor and follow up absences.

Leaders provide a wide range of opportunities to enhance pupils' broader development. School visitors and local trips are planned with the aim of deepening pupils' understanding of other places and cultures. Pupils are encouraged to consider the needs of others by donating food to the local food bank and raising money for charity.

The governing body knows the school well. Staff appreciate the work of the new leadership team on creating a positive, calm environment with a strong focus on safeguarding. The school provides many opportunities for staff to work closely with colleagues and other nearby schools to share ideas and expertise.

Staff morale is high. They said that leaders actively listen and consider their well-being in decision-making.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a few wider curriculum subjects, approaches to checking on what pupils remember long term have been established more recently. This means that teaching is not consistently able to respond to and address any aspects of learning that pupils have not grasped fully. Leaders should continue their work to ensure that checking for understanding is linked closely to the ideas and concepts identified in curriculum thinking.

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