St Cyprian's Greek Orthodox Primary Academy, located in Thornton Heath, Surrey, has recently undergone an inspection that highlighted several areas for improvement. The overall effectiveness of the school is rated as requiring improvement, alongside the quality of education, behavior and attitudes, and leadership and management. However, the personal development and early years provision are rated as good, indicating some strengths within the school.
The interim headteacher, Gareth Thomas, leads the school, which operates as a single academy trust overseen by a board of trustees chaired by Leonore Fernandes. The school has a diverse student body and promotes respect for differences among pupils. While students enjoy attending the school and are encouraged to aspire to be their best, there are concerns regarding their academic achievements across the curriculum. Recent outcomes in reading, writing, and mathematics were notably low, attributed to a period of disruption caused by changes in leadership.
Despite these challenges, the school is now more settled, with leaders identifying priorities and next steps for improvement. Early years education, particularly in Nursery and Reception, shows clear progress in mathematics and early reading. Positive relationships between staff and pupils contribute to a generally conducive learning environment, although some pupils express concerns about feeling unheard regarding bullying incidents. Instances of derogatory language among a small number of pupils have also been noted, with inconsistent responses from staff.
The school has made strides in teaching reading, implementing a new phonics program and providing staff training. Pupils are matched with appropriate reading materials, and additional support is offered to those who fall behind, including those with special educational needs and disabilities. The introduction of a new mathematics curriculum is also showing positive effects, although historical gaps in knowledge remain.
While the curriculum includes Greek language and culture, which enriches pupils' understanding of democracy, there are concerns about the implementation of the curriculum in other subjects. The lack of a rigorous approach to curriculum planning means that pupils, particularly in Years 3 to 6, do not consistently receive lessons across the full range of subjects, leading to an unbalanced educational experience. This deficiency hampers their preparedness for future educational stages.
Pupils with special educational needs are identified accurately, and those in the 'starlight room' receive good support. However, there are instances where individual needs are not recognized promptly. In the early years, children are encouraged to develop their language skills and curiosity, contributing to a positive learning atmosphere.
Attendance rates are commendable, with effective collaboration between leaders and parents to promote punctuality. While pupils generally display enthusiasm for learning, some unkind behavior persists in the school environment. The school offers various extracurricular opportunities, including music and sports, although not all pupils receive regular personal, social, and health education lessons, which are crucial for their development.
Staff members report feeling supported by leadership in managing their workload and well-being. The commitment of governors to the school's improvement is evident. Safeguarding measures are in place, but there are minor weaknesses in the recording and reporting of incidents, which need addressing to ensure a clearer understanding of safeguarding issues.
To improve, the school must ensure a broad and balanced curriculum is consistently delivered, with a focus on embedding new learning and addressing gaps in knowledge. The implementation of the PSHE program should be systematic across all year groups. Additionally, enhancing the oversight of safeguarding procedures and ensuring all staff are adequately trained in reporting concerns will strengthen the school's overall effectiveness.
