St Luke’s CofE Primary School

About St Luke’s CofE Primary School Browse Features

St Luke’s CofE Primary School


Name St Luke’s CofE Primary School
Website http://www.stlukesprimary.org.uk
Ofsted Inspection Rating Good
Inspection Date 08 March 2012
Address Fernhead Road, London, W9 3EJ
Phone Number 02081031780
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 184 (50% boys 50% girls)
Number of Pupils per Teacher 15.3
Local Authority Westminster
Percentage Free School Meals 18.5%
Percentage English is Not First Language 38.6%
Persisitent Absence 12.3%
Pupils with SEN Support 8.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

St Luke’s is smaller than the average-sized primary school, although the numbers on roll are increasing. Pupils come from a range of backgrounds with 16 different ethnic groups represented. The largest group is of Caribbean heritage. More than half of the pupils speak English as an additional language, which is well above average. The proportion of pupils known to be eligible for free school meals is three times the national average at 47% of the number on roll. The proportion of disabled pupils and those who have special educational needs is broadly average and the majority of these have speech, language and communication difficulties. The school has gained various awards including the Healthy School status and the Activemark award. The school meets the current government’s floor standard, which sets minimum expectations for attainment and progress.

Key findings

St Luke’s is a good school when previously it was judged satisfactory. When pupils enter in the Early Years Foundation Stage their skills and abilities are below those expected for their age especially in basic literacy and numeracy skills. When leaving in Year 6, overall attainment is in line with the national average. Progress is good because the headteacher has focused on improving the learning environment and particularly the quality of teaching. Consequently, the great majority of the teaching is now good or outstanding. The school is not outstanding because of less strong outcomes for the more-able pupils. Pupils make consistently good progress through the school, especially in English where progress is significantly above expectations. Progress in mathematics is good overall but not as good as in reading. Pupils enjoy reading and make good progress because it is taught well. An effective and well-structured programme links the teaching of sounds to letters (phonics). The more-able pupils are sometimes not challenged sufficiently to attain higher levels, especially in writing. The quality of teaching is good because senior leaders monitor it rigorously and provide appropriate support. Planning is detailed and good use is made of individual targets for pupils. Opportunities for pupils to apply their writing and mathematical skills in other subjects are sometimes missed. Pupils’ behaviour is good in lessons because they are motivated by their work and consequently enjoy learning. The headteacher is well supported by a motivated senior leadership team and a knowledgeable, challenging governing body. The school promotes spiritual, moral, social and cultural development exceptionally well. The school leadership has worked hard and successfully to improve teaching through performance management and to involve parents and carers in their children’s learning and within the school’s life. As a result, outcomes from the parental questionnaire were very positive.