Ofsted conducted a remote visit to Rotherhithe Primary School on November 19, 2020, to assess the school's response to the challenges posed by the COVID-19 pandemic. This visit was part of a broader initiative to understand how schools are managing the return to full education after an extended period of disruption. The visit was not an inspection and did not involve graded judgments or the usual range of inspection activities, such as classroom observations or reviewing students' work. Instead, the focus was on discussions with school leaders about the actions taken since the full reopening of schools in September 2020.
During the visit, discussions were held with the Executive Headteacher, the head of school, and the English subject leader. It was noted that a significant number of pupils had to self-isolate due to COVID-19, with approximately one-third of students affected since the start of the term. The school was actively working to ensure that pupils continued their education during this time, with a curriculum that included a range of subjects, although modern foreign languages were temporarily suspended. Plans were in place to resume Spanish instruction in January 2021.
Staff at Rotherhithe Primary School took proactive measures to assess pupils' starting points in reading, writing, and mathematics shortly after their return to school. They identified gaps in knowledge and skills that had developed during the previous academic year. For students with special educational needs and disabilities, leaders conducted risk assessments and adjusted targets and care plans to support their learning effectively.
The visit highlighted that some pupils had experienced setbacks in their reading fluency, vocabulary development, and phonics knowledge. Additionally, there were concerns regarding arithmetic skills and understanding of place value. In response, school leaders prioritized teaching time to address these gaps, implementing a range of catch-up sessions for selected pupils both during and outside of regular school hours. Adjustments were made to the curriculum to ensure that missed content would be covered, with some subjects being reorganized to accommodate this need.
Remote education was provided for pupils who were self-isolating, ensuring that the learning reflected what was being taught in the classroom. Students received learning packs that included reading materials, daily tasks in English and mathematics, project-based assignments, and activities focused on developing mindfulness. Online resources, such as phonics activities, were also made available to support early readers.
The insights gained from this visit will contribute to Ofsted's national reporting, helping to inform future educational policies. The school demonstrated a commitment to addressing the challenges posed by the pandemic and ensuring that all pupils received the support they needed to continue their education effectively. The visit did not reveal any significant concerns, and the school’s efforts to adapt to the circumstances were acknowledged. The letter summarizing the visit will be published on the Ofsted website, providing transparency and information to parents and the wider community about the school's current status and initiatives.
