|Name||Victory Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||24 October 2013|
|Address||Elba Place, Rodney Road, London, SE17 1PT|
|Religious Character||Does not apply|
|Number of Pupils||149 (52% boys 48% girls)|
|Number of Pupils per Teacher||13.7|
|Percentage Free School Meals||25.5%|
|Percentage English is Not First Language||77.2%|
|Pupils with SEN Support||30.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This is a smaller-than-average-sized primary school. The proportion of disabled pupils or those with special educational needs supported through school action is broadly average. The proportion supported through school action plus or with a statement of special educational needs is higher than average. Nearly two thirds of pupils are eligible for the pupil premium (additional funding for children looked after by the local authority, entitled to free school meals or from service families), which is much higher than average. There are currently no children from service families on the school’s roll. The school serves a diverse community and most pupils are from one of the 12 ethnic minority backgrounds represented in varying proportions. A high proportion speaks English as an additional language, some of whom are at the early stages of learning English. The school does not meet the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. There has been a significant change of staff since the previous inspection, including a new headteacher and deputy headteacher. There is a large-scale regeneration project underway locally which has impacted on the school’s mobility figures as families are moved to other parts of the borough and elsewhere. Far more pupils leave and join the school at times other than at the start of Nursery or Reception than is the case in most schools. The school has a Children’s Centre on the premises managed by the governing body, which is subject to a separate inspection.
Summary of key findings for parents and pupils
This is a good school. Pupils achieve well. They make good progress from low starting points to reach average standards in English and mathematics at the end of Year 6. Teaching is good because teachers are keen to continually improve their practice. Senior leaders accurately identify what will help teachers improve and then provide highly effective support to ensure that happens. Teachers accurately match activities to the needs of different learners so pupils make good progress in lessons. Quality books are at the heart of the curriculum and this exposure to such engaging texts promotes a strong love of reading. Pupils have extremely positive attitudes to learning. They are actively involved in lessons and think carefully about how to improve their own work. The diverse nature of the school community is taken into account when planning what topics to study so that learning is really relevant to pupils’ life experiences. The governors share the headteacher’s drive and ambition for the school and support her well in realising ambitious plans for development. Pupils from a range of different groups make equally good progress because leaders think carefully about how to meet individual needs, consulting outside experts where appropriate. It is not yet an outstanding school because : Not enough teaching is outstanding to ensure all pupils make rapid progress. Although marking in pupils’ English books is exemplary, pupils do not always have sufficient time to respond to the comments teachers make in their mathematics books, and this hinders the progress they make. Opportunities for pupils to develop their speaking and writing skills abound across the curriculum. However, pupils are not always supported to apply the same level of detail and precision in their spoken and written language in other subjects as they are in English.