St George the Martyr Church of England Primary School

St George the Martyr Church of England Primary School

Name St George the Martyr Church of England Primary School
Ofsted Inspections
Address John’s Mews, London, WC1N 2NX
Phone Number 02074055640
Type Primary
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 214 (44.9% boys 55.1% girls)
Number of Pupils per Teacher 16.3
Local Authority Camden
Percentage Free School Meals 35.1%
Percentage English is Not First Language 52.8%
Persistent Absence 3.9%
Pupils with SEN Support 13.1%
Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is an outstanding school. The school has improved since its previous inspection and now provides an excellent quality of education for its pupils. Pupils' achievement is outstanding.

Pupils start school with skills and experience that are below those usually found. They make rapid progress across all parts of the school, so that by the end of Year 6, attainment is above the national average. All groups of pupils in the school achieve well, and make at least good, and often outstanding progress.

This includes pupils eligible for pupil premium, pupils with additional needs, and pupils of Bangladeshi heritage. Teachers work very hard to plan and teach high q...uality lessons which excite, interest and enable pupils to fulfil their potential. The school is led exceptionally well by the headteacher and deputy headteacher.

They are well supported by teachers with responsibilities and a strong, very experienced and committed governing body. All leaders want the very best for every child and have the highest expectations. Pupils' behaviour is exemplary.

They are exceptionally polite, courteous and welcoming to visitors, staff and other pupils. They have an excellent understanding of how to stay safe. Pupils love coming to this school.

As a result, their attendance is above average and has improved year on year. Additional adults that work in the school also make a considerable contribution to pupils' achievement, for example when working with small groups or individual pupils during lessons. The school promotes pupils' spiritual, moral, social and cultural development outstandingly well.

As a result, pupils have an excellent understanding of cultures and faiths different to their own, and work very well with each other. The school's exciting and theme-based curriculum also has an excellent impact on how well pupils achieve. Parents, staff and pupils say unreservedly how much they enjoy the school.

They feel that teaching is great, that pupils are well cared for, and that the school is very well led and managed.

Information about this school

This inner city school is located between Holborn and Russell Square in central London. It is similar in size to the average primary school.

Since the previous inspection, the number of pupils on roll has increased. There have been a number of changes in staffing since the last inspection. The current headteacher was appointed in January 2010, and a number of teachers have joined the school.

The teacher with responsibility for mathematics has been in post since September 2013. The headteacher is a leadership partner at another primary school within the Diocese. Children in the Early Years Foundation Stage are taught in the Reception and Nursery classes.

The proportion of disabled pupils and those who have special educational needs supported through school action is below average. The proportion supported at school action plus or with a statement of special educational needs is above average. The proportion of pupils from minority ethnic groups is well above average.

The highest proportion is of Bangladeshi heritage. The proportion of pupils supported by pupil premium funding, which provides additional funding to be used for children in local authority care, children of service families and pupils known to be eligible for free school meals, is almost double the national average. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress.