St Saviour’s Church of England Primary School in London has been recognized as a good school following its inspection on July 16 and 17, 2024. The school is well-regarded by the local community, providing a strong foundation for children in their early years. Pupils quickly adapt to the school environment, learning daily routines that foster positive engagement in their education. Overall behavior has improved, with students demonstrating enthusiasm for learning across a broad curriculum. This year, the school has implemented a new and ambitious curriculum aimed at addressing gaps in students' learning, particularly benefiting those with special educational needs and disabilities. However, there are instances where these pupils do not receive the necessary support to reach their full potential.
The school offers a diverse program that supports personal development, encouraging students to embody the school’s values. Regular trips to local cultural and historical sites enrich the students' learning experiences. Music education is a highlight, with students eagerly participating in lessons and showcasing their talents in the Year 6 musical, which engages the wider community.
Despite the positive aspects, the school has faced challenges due to recent changes in leadership and curriculum. The new leadership team has made significant strides in improving the curriculum and behavior systems, with a clear vision for the school’s future. Attendance remains strong, and feedback from staff and parents is generally positive regarding the changes implemented. The governing body plays an active role in holding the leadership accountable.
The curriculum is well-structured in many subjects, identifying essential knowledge and vocabulary for students. For instance, Year 5 students gain a solid understanding of segregation and inequality through their history lessons. However, some subjects lack secure embedding, leading to gaps in knowledge for certain year groups. High staff turnover has disproportionately affected some students, hindering their progress. The leadership team is aware of these issues and has a long-term plan to enhance the curriculum further.
In the early years, children receive effective support as they transition into Reception, learning essential routines and developing concentration skills. They build a strong foundation in mathematics, learning to use mathematical vocabulary effectively. Staff are adept at identifying additional needs early on, but the application of this information across the school is inconsistent, affecting the support provided to students.
The phonics program is well-implemented, with staff trained to deliver it consistently. Progress is monitored closely, and students who struggle with reading receive additional help. The chosen core texts reflect the diversity of the school community, enriching students' vocabulary.
Pastoral support is robust, helping students manage their well-being and mental health. Opportunities for experiential learning, such as geography-related site visits, enhance students' educational experiences. A significant number of students learn musical instruments, building confidence through performances. The PSHE curriculum teaches students about safety and responsibility.
The school has established a new behavior system that clarifies expectations, resulting in a notable decrease in suspensions. While most students behave well, some lessons reveal a lack of focus among pupils, attributed to inconsistent expectations from staff.
The safeguarding arrangements are effective, ensuring a safe environment for all students. Moving forward, the school must address gaps in the curriculum and ensure that adaptations for students with SEND are consistently effective. Additionally, reinforcing high expectations for behavior across all lessons will help maintain focus and enhance learning outcomes for all pupils.
