St Andrew’s and St Mark’s CofE Junior School

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About St Andrew’s and St Mark’s CofE Junior School

Name St Andrew’s and St Mark’s CofE Junior School
Ofsted Inspections
Headteacher Mr Matthew Gates
Address Maple Road, Surbiton, KT6 4AL
Phone Number 02083902976
Phase Primary
Type Voluntary aided school
Age Range 7-11
Religious Character Church of England
Gender Mixed
Number of Pupils 359
Local Authority Kingston upon Thames
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy and feel safe in school. Bullying is not tolerated.

Staff ensure that pupils understand about different types of bullying. They work closely with pupils to resolve any issues that do occur. Pupils have very high standards of their own and others' behaviour.

Leaders and teachers have high expectations of all pupils. They provide high-quality education, so pupils achieve their potential in all subjects. Pupils are enthusiastic about all they learn in every subject.

Pupils know that leaders value their opinions and contributions to the school. The school parliament, and its members of parliament (MPs), are involved in decisions made, such as int...erviewing new staff. The MPs also work with senior leaders to review current school practices and suggest ideas for improvements.

All pupils have access to an impressive offer of wider enrichment opportunities. While this was interrupted during the COVID-19 restrictions, leaders were ambitious in their plans to maintain the broadest offer possible. This included virtual trips, a live online discussion with the local MP, and telescopes to borrow for stargazing.

The offer has now been restored again in full, and each year group has already taken part in several external activities to enrich their learning. A wide variety of clubs is also available.

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

Leaders have developed an ambitious curriculum.

It has been carefully considered to ensure it meets the needs of all pupils and represents the diversity in the school community.

Leaders have identified the key knowledge and vocabulary that they want pupils to learn in every subject. They have thought carefully about how subjects are taught so that pupils know and remember more over time.

Teachers enable pupils to recall their previous learning and understand how this helps with their current and future learning. Pupils with special educational needs and/or disabilities experience a carefully planned curriculum that supports them to access the same learning as their peers.

Teachers have strong subject knowledge.

They make excellent use of resources such as the science laboratory and the design and technology room. These help to develop and apply pupils' skills and understanding to more complex ideas. Assessment is highly effective.

Teachers check what pupils have learned and adapt their plans to help pupils overcome any misunderstandings. This approach also helps fill gaps in pupils' knowledge.

Leaders prioritise the development of reading skills.

Leaders work closely with the pupils' previous school so that those who need extra help receive it as soon as they start in Year 3. Staff are well trained to deliver the phonics programme. They ensure pupils read books that match the sounds they know.

Pupils who need extra help catch up quickly.Behaviour is exceptional. The high expectations from staff and robust systems for dealing with any incidents ensure that pupils understand the importance of good behaviour.

Pupils are responsible, respectful and demonstrate high levels of self-control. Their recent learning about consent and respecting others' 'body boundaries' contributes to the highly respectful behaviour in the playground. They know how to keep safe online.

Pupils are highly knowledgeable about British values. Pupils know about the rule of law and democracy. They understand that Britain is a multicultural society, and they respect diversity.

They say that, 'we judge others by their actions and not how they look'. Leaders place high importance on respecting diversity and equality of opportunity. During physical education (PE), for example, all pupils are given the opportunity to attend sporting tournaments.

Those chosen are carefully considered each time to ensure fairness and inclusivity. All pupils benefit from this offer.

Leaders, including governors, understand their statutory duties.

They have an accurate, insightful understanding of the school's strengths and the areas they still want to develop further. Staff are overwhelmingly positive about their support from school leaders. They say their workload is considered and they feel they have a say in school decisions.

All staff who took the survey stated they enjoy working at the school.


The arrangements for safeguarding are effective.

Safeguarding is interwoven into the culture of the school and curriculum.

Leaders ensure safeguarding is a high focus and an intrinsic part of the school ethos.

Staff know their responsibilities for safeguarding. All staff and governors are well trained.

Robust procedures ensure that any concerns are quickly identified. The appropriate support is then sought and put in place as soon as possible.

Rigorous monitoring and partnership work with a range of external agencies ensure staff make use of specialist support and bespoke advice for each child who needs it.

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