Castilion Primary School, located in Thamesmead, London, underwent an inspection on May 10 and 11, 2023, and received an overall effectiveness rating of Requires Improvement. The school has faced significant challenges, including changes in governance, leadership, and staffing, which have affected the consistency of high expectations for pupils. Many parents expressed concerns regarding the impact of high staff turnover on their children's education. However, trust leaders have established a stable leadership structure to address these issues.
The school has implemented clear behavior management systems, teaching pupils how to behave appropriately. While pupils understand these expectations, some staff members do not consistently enforce them, leading to behavior that does not meet the school's potential standards. Attendance is generally good, and pupils feel safe and mostly happy at school. However, some pupils choose not to report bullying incidents, citing delays in adult responses to their concerns. The range of extracurricular activities available to pupils is limited, with few clubs offered.
New senior leaders are ambitious and focused on improving educational outcomes for all pupils. They have made notable progress in refining the curriculum, establishing clear goals across subjects. However, the implementation of these curricular changes has not been consistent, and there has not been enough time for pupils to fully benefit from them. In subjects like mathematics, the curriculum is structured to build knowledge sequentially, but in other areas, teaching does not always align with the intended curriculum, hindering deeper understanding.
While some teachers effectively clarify concepts and address misunderstandings, this is not consistently the case across the board. Many pupils' misconceptions remain unaddressed, and expectations for pupil work vary, resulting in some pupils not achieving their full potential. Most subject leaders are new to their roles, and despite recent coaching, some lack the expertise to support teachers in delivering the curriculum consistently.
Reading is prioritized, with staff trained in a new phonics program to help pupils read fluently. Leaders regularly assess pupils' reading progress and provide additional support for those struggling. However, many pupils in upper years still require extra reading assistance. Leaders are also working to improve support for pupils with special educational needs and disabilities (SEND), but staff expertise in making appropriate adaptations is inconsistent.
Efforts to enhance the school's behavior culture have led to a reduction in suspensions and disruptions during lessons. In early years, interactions between adults and children are generally positive, but routines for listening and concentration are not consistently reinforced, leading to lapses in children's engagement. The newly developed personal, social, and health education curriculum promotes healthy living and respect for diversity, but opportunities for enrichment activities remain limited, with low participation in existing clubs.
The trust recognizes the school's need for improvement and has taken steps to support leaders in addressing identified areas for development. Staff generally feel that leaders consider their workload and well-being. Safeguarding arrangements are effective, with systems in place to identify and support pupils in need. Overall, while there are areas of strength, significant work is needed to ensure that teaching and learning meet the high expectations set by leaders, particularly in delivering a consistent curriculum and managing behavior effectively.
