Robert Browning Primary School, located in Walworth, London, has undergone a recent inspection that has resulted in an overall effectiveness rating of good. The inspection took place on September 28 and 29, 2021, and highlighted several strengths within the school, as well as areas for improvement. The school is characterized by a friendly atmosphere where staff and pupils have established strong relationships, fostering a sense of belonging and trust. Pupils feel safe and are confident that any issues, including bullying, will be addressed promptly by the staff. They are encouraged to take on responsibilities, such as participating in the school council and acting as digital and sports leaders, which instills a sense of pride and role modeling among them.
The quality of education at Robert Browning is rated as good, with staff maintaining high expectations for pupil behavior and effort in lessons. Pupils are engaged and work collaboratively, enjoying opportunities to showcase their talents through various projects, including collaborations with professional artists and performances at prestigious venues. The leadership team has implemented a well-organized and ambitious curriculum that has led to good achievement in reading and mathematics, particularly in key stage one. However, older pupils who have not been exposed to the new curriculum earlier in their education face challenges, as teachers sometimes struggle to identify and address gaps in their knowledge, leading to persistent misconceptions.
The school excels in promoting reading, with staff effectively trained to support pupils in becoming fluent readers. Assessment practices are in place to identify those who may be falling behind, allowing for targeted support. Despite this, there are concerns regarding the early years provision, where opportunities for children to practice new sounds are sometimes insufficient. The curriculum has been updated to align with national standards, but the implementation faced interruptions due to the COVID-19 pandemic.
Leaders have recognized the need to address gaps in knowledge for pupils in years five and six, particularly in subjects like geography and history. While younger pupils demonstrate a solid understanding of concepts, older pupils struggle with more complex ideas due to their limited exposure to the revised curriculum. Teachers are encouraged to regularly assess knowledge and adapt their teaching to ensure all pupils benefit equally from the curriculum.
The school provides appropriate support for pupils with special educational needs and disabilities, ensuring they have access to a broad curriculum and achieve well. In the early years, staff quickly identify emerging needs and adapt the curriculum accordingly, allowing children to engage effectively with their learning. Behaviour management is generally effective, with most pupils behaving well in class and during transitions. However, there are instances of boisterous behavior, particularly at the end of lessons.
The curriculum also emphasizes diversity, with pupils learning about various authors, scientists, and sports figures from different backgrounds. The school offers a range of extracurricular activities, which are set to resume following pandemic-related disruptions. Staff express positive sentiments about their work environment and appreciate the support provided through professional development opportunities.
Safeguarding measures are robust, with staff well-trained to keep pupils safe and clear systems in place for reporting concerns. Parents feel confident in the safety of their children at school, and pupils are educated on how to manage risks, including online safety. Overall, while Robert Browning Primary School demonstrates many strengths, particularly in its supportive environment and commitment to education, it must continue to address the challenges faced by older pupils and ensure that all students receive the full benefits of the curriculum.
