St Winefride’s RC Primary School, located in Manor Park, London, was inspected on 13 and 14 September 2023. The overall effectiveness of the school was rated as good, with specific areas such as the quality of education, behaviour and attitudes, and leadership and management also receiving a good rating. Notably, personal development was rated as outstanding. The school is part of the Our Lady of Grace Catholic Academy Trust, with Nicola Brosnan serving as the headteacher. This inspection marked the first graded evaluation under the current framework since the school had not been inspected in 14 years.
Pupils at St Winefride’s enjoy their time at school and demonstrate good behaviour. They feel safe and appreciate the supportive environment provided by the staff, who are quick to address any concerns. The school is inclusive, ensuring that all pupils, including those with special educational needs and disabilities, are fully integrated into school life. The curriculum is broad and ambitious, with high expectations set by the staff, leading to pupils working diligently and developing a strong knowledge base across most subjects.
The school offers a variety of extracurricular activities, including mindfulness sessions, a climbing wall, crochet, and yoga. Many pupils participate in the Commonwealth Youth Choir, performing for members of the Royal Family. Educational visits to local art museums and places of worship, along with multicultural days, enrich the pupils' understanding of different cultures and religions. Pupils also engage in charitable activities, demonstrating their commitment to supporting others within and beyond the school community.
The curriculum is well-structured, aligning with national expectations. Leaders have clearly identified the knowledge they want pupils to acquire from the early years onward. For instance, in geography, early years pupils learn about their local area and seasonal changes, while older pupils build on this knowledge by comparing geographical features in Europe and South America. Teachers effectively present information and regularly check for understanding, allowing them to address misconceptions promptly. However, in some subjects, the activities provided do not consistently meet the curriculum's ambitious goals, which can hinder pupils' preparedness for more complex content later on.
Reading is prioritized from the start, with initiatives to foster a love of reading, including author visits and theatre productions. Staff receive training in phonics, and pupils practice reading with well-matched texts, leading to improved confidence and fluency. Pupils with special educational needs are identified early, and support is tailored to their needs, ensuring they can access the same ambitious curriculum as their peers.
Behaviour expectations are high, and the updated policy ensures a shared understanding among staff and pupils. Effective routines are established from the early years, promoting respectful interactions. Attendance is strong, with leaders intervening promptly when issues arise. The school also emphasizes broader development through a personal, social, health, and economic education curriculum, which includes visits from external speakers to discuss important topics.
Staff express pride in their work environment, feeling that their workload is considered and their voices are heard. Parents appreciate the school's communication and support. The governing body provides effective oversight, ensuring leaders are challenged and supported.
The safeguarding arrangements are effective, contributing to a safe environment for all pupils. To improve further, the school needs to ensure that tasks and activities consistently reflect the ambitious goals of the planned curriculum, particularly in certain subjects and early years settings. This will help secure pupils' knowledge and skills across all areas of learning.
