Ofsted inspectors have instructed Twin Oaks Primary School in Deptford, Lewisham, to urgently address high absence rates and low pupil achievement following a recent inspection. The school was visited in January, and the subsequent report, published on April 28, highlighted that too many children are not attending school regularly, which is negatively impacting their academic outcomes.
Key Findings
Inspectors found that pupils' results in national tests for reading, writing, and mathematics at the end of key stage 2 were well below the national average. Additionally, some pupils across the school have gaps in their foundational skills. The school's attendance data is not being analysed sufficiently to understand the effectiveness of strategies aimed at reducing persistent absence, though leaders have begun to improve rates.
Areas Requiring Attention
Ofsted placed both achievement and attendance and behaviour under the 'needs attention' category. Inspectors advised the school to take 'swift, decisive action' to tackle absences. They noted that while leaders have a clear understanding of individual pupils and their barriers to attending, more rigorous data analysis is needed.
Positive Aspects
Despite these challenges, the school received praise in five key assessment areas: curriculum and teaching, early years, inclusion, leadership and governance, and personal development and wellbeing. These were rated as meeting the 'expected standard', indicating the school is performing adequately in these domains.
Curriculum and Teaching
Inspectors highlighted that the curriculum is broad and ambitious across all subjects. Children quickly learn their letters and sounds, and those who fall behind receive strong support to catch up. Reading is given the highest priority, and pupils enjoy visiting the well-stocked library, which fosters a love of stories and books.
Inclusion and Belonging
On inclusion, inspectors stated: 'Leaders ensure that every child at Twin Oaks is made to feel that they belong. Leaders swiftly identify individual needs as soon as pupils join the school.' Pupils with special educational needs and/or disabilities (SEND) are valued members of the school community, with targeted support to overcome barriers to learning or wellbeing. Leaders also provide effective support to pupils and families known to social care.
Early Years and Personal Development
In early years, children are safe and well cared for, and staff build positive relationships with parents and carers. Pupils are greeted warmly each day, and staff demonstrate a strong commitment to the pupils' best interests. Pupils enjoy a range of clubs, including choir and sports, and leaders ensure that those unable to attend after-school clubs can participate during lunchtime.
Recommendations for Improvement
Inspectors urged leaders to ensure high-quality teaching is embedded across the school so that all pupils make strong progress and achieve well across the curriculum. They also recommended that teachers create opportunities for pupils to consistently apply their writing skills in all subjects.
The Local Democracy Reporting Service (LDRS) contacted Twin Oaks for comment but did not receive a response by the time of publication.
