Burdett-Coutts and Townshend Foundation C of E Primary School in London has been recognized as a good school following its inspection on April 24, 2024. The school provides a positive environment where pupils feel happy and safe. Staff members maintain high expectations for both learning and behavior, ensuring that they understand the individual needs of each pupil. This supportive atmosphere fosters trust, allowing students to communicate openly with staff about their learning and any concerns they may have. The presence of Biscuit, the therapy dog, adds to the positive experience for many pupils.
Pupils exhibit commendable attitudes towards their lessons and peers, demonstrating sensible behavior both inside and outside the classroom. The school effectively promotes personal development and welfare, equipping students with knowledge about maintaining physical and mental health. Regular school visits enhance the curriculum, allowing pupils to engage with local cultural opportunities, such as trips to the theatre and museums. A wide range of after-school clubs, including chess, circus skills, sewing, sports, and performing arts, are available, with a significant number of pupils participating. The early years setting offers rich learning opportunities for children, including those as young as two.
The school has made thoughtful decisions regarding the curriculum, ensuring it aligns with national standards. Recent changes have been implemented across various subjects, although the full integration of these changes is still in progress. This has resulted in some gaps in pupils' knowledge and understanding in certain areas. In subjects where the curriculum has been established for a longer period, such as mathematics, the impact on learning is notable. Teachers demonstrate strong subject knowledge and effectively present information, laying a solid foundation for pupils before they transition to Year 1.
Staff regularly assess pupils' retention of key content and provide additional support when necessary. This approach fosters a deep understanding of subject matter over time, preparing pupils for their next educational stages. Pupils with special educational needs and disabilities are included in the same curriculum as their peers, with the school collaborating with external agencies to provide the necessary support.
Phonics instruction is delivered consistently, enabling pupils who struggle with early reading to catch up quickly. The books provided align with pupils' phonics levels, and most students effectively use phonics strategies to decode unfamiliar words. The school emphasizes a love for reading, and thorough assessment processes help identify knowledge gaps among pupils.
Bullying is not tolerated, and pupils remain focused during lessons, contributing to a conducive learning environment. Early years children follow routines and instructions well, and staff encourage pupils to voice any concerns. Attendance is a priority, with leaders working closely with families to address any issues. Staff express satisfaction with their workload management, and governors provide appropriate support and challenge to school leaders. Most parents appreciate the school's communication and express happiness with their children's education.
The school actively engages pupils in character development, teaching them about healthy relationships and encouraging participation in school governance through the selection of council representatives. The connection with the nearby church enhances the educational experience, particularly through opportunities like bell ringing.
The safeguarding arrangements at the school are effective, ensuring a safe environment for all pupils. However, the school must focus on fully embedding the curriculum across all subjects to address existing knowledge gaps and enhance the depth of learning over time. This inspection marks the second ungraded evaluation since the school was last deemed good in December 2014.
