Britannia Village Primary School, located in West Silvertown, London, has recently undergone its first inspection since becoming an academy. The inspection took place on June 5 and 6, 2024, and the overall effectiveness of the school was rated as good. The quality of education, leadership and management, and the behavior and attitudes of pupils were also rated as good, while personal development and early years provision received an outstanding rating. The school is part of the Britannia Education Trust, with Roksana Hussain serving as the headteacher and Linda-May Bingham as the executive headteacher.
Pupils at Britannia Village Primary School are reported to be happy and thrive in a diverse community. They feel safe and cared for, with adults available to listen and help with any concerns. The school has high expectations for student achievement, offering a broad curriculum that supports all learners, including those with special educational needs and disabilities. Most pupils meet age expectations and are well-prepared for their next educational steps.
The behavior of pupils is exemplary, with a strong focus during lessons and respectful interactions with adults. They take on responsibilities seriously, participating in various roles such as school council members and sports ambassadors. The school provides numerous opportunities for pupils to engage with the local community, including participation in sporting events and residential trips, which help to build confidence and independence.
The curriculum is ambitious, designed to impart essential knowledge and skills from an early age. Pupils produce high-quality work across subjects, including art and design, and demonstrate strong computing skills. Subject leadership is generally effective, although some newer leaders have not yet fully monitored the impact of their plans on pupil outcomes. The sequencing and assessment of knowledge are carefully considered, particularly in mathematics, where early learners show confidence in their understanding of numbers.
Reading is prioritized, with children in the early years exposed to a rich variety of stories and rhymes. Older pupils enjoy exploring a diverse range of authors and studying classic texts. Phonics instruction begins early, with regular assessments to support those who need additional help. However, inconsistencies in teaching methods have been noted, which can hinder some pupils' reading and writing progress.
Support for pupils with special educational needs is well-planned, with staff receiving appropriate training to ensure all pupils can access the full curriculum. The learning of these pupils is closely monitored, and they achieve well. Overall, pupils are motivated and engaged in their learning, demonstrating high levels of concentration and collaboration.
The school emphasizes personal development, teaching pupils about physical and mental health from an early age. A wide range of extracurricular activities and visits enriches their learning experiences. Attendance is high, and leaders actively monitor pupil welfare to address any concerns promptly.
Staff generally feel supported in their roles, appreciating the attention given to their workload and well-being. The board of trustees is well-informed and provides clear guidance for the school's vision and strategy. Parents and carers express positive views about the school and the care provided for their children.
The inspection identified areas for improvement, particularly in the quality of subject leadership and monitoring. The school needs to ensure that all staff have the necessary knowledge and expertise to implement the curriculum effectively. This will help to enhance pupil learning across all areas of the curriculum and ensure that the school's ambitious goals are fully realized.
