St Anne's Catholic Primary School
| Type | Primary / Voluntary aided school |
| Age Range | 4-11 |
| Religion | Roman Catholic |
| Address | 6 Durham Street London SE11 5JA |
| Phone | 02077354516 |
| Reference Number | 100629 |
St Anne's Catholic Primary School is a warm, inclusive Catholic primary in London where pupils feel safe and supported. Safeguarding standards are met. Pupils' behaviour is a standout strength; they arrive eager to learn, classrooms are calm and purposeful, and attendance is above national average, with persistent absence significantly below national levels. The school has had a new headteacher since September 2023, and leadership changes have driven improvements across early years and academic outcomes. Most areas of provision are at expected standard. Pupils achieve well overall, including disadvantaged pupils and those with English as an additional language, with particularly strong progress in reading and mathematics. The curriculum is broad, ambitious and carefully sequenced; early years children make secure progress; and personal development is rich, with many clubs, leadership roles and community experiences. However, there is variability in teaching quality, and writing outcomes are below national averages. The main concern is inclusion, which needs attention. Pupils with SEND do not consistently receive the support they need, and identification of needs can be too slow. Agreed strategies are not always used across the school, including in early years. Next steps are to strengthen consistency in teaching, especially writing and oracy, and to accelerate SEND identification and consistent use of support strategies.
General Makeup
| Number of pupils | 162 |
| Boy/Girl ratio |
Boys: 50%
Girls: 50% |
| Percentage of students eligible for free school meals | 39.5% |
| Percentage of students where English is not their first language | 80.2% |
Class Sizes
| Average size of one teacher classes | 23.1 |
| Average size of Key Stage 1 classes taught by one teacher | 18 |
| Average size of Key Stage 2 classes taught by one teacher | 27 |
Year Groups
| Year | Boys | Girls | Total |
|---|---|---|---|
| 1 | 12 | 7 | 19 |
| 2 | 12 | 12 | 24 |
| 3 | 13 | 10 | 23 |
| 4 | 9 | 18 | 27 |
| 5 | 17 | 12 | 29 |
| 6 | 10 | 19 | 29 |
Ethnicities
| Ethnicity | Percentage |
|---|---|
| African | 35.8% |
| White, Other | 16.7% |
| Mixed, Other | 9.9% |
| Caribbean | 6.8% |
| White, British | 1.9% |
| White & Black (Caribbean) | 1.9% |
| Overall Ofsted Rating | Needs attention |
| > Leadership & Governance | Expected standard |
| > Personal Development & Wellbeing | Expected standard |
| > Achievement | Expected standard |
| > Attendance & Behaviour | Strong standard |
| > Curriculum & Teaching | Expected standard |
| > Inclusion | Needs attention |
| > Early Years | Expected standard |
| Last Report Date | 13 May 2026 |
| Date | Report |
|---|---|
| 13 May 2026 | School inspection |
| 14 Jun 2023 | School inspection |
| 22 May 2018 | Short inspection |
| 20 Nov 2013 | Full inspection |
| 18 May 2011 | Full inspection |
| 19 Nov 2009 | Curriculum and development visit |
| 29 Apr 2008 | Full inspection |
| 29 Sep 2003 | Full inspection |
Strengths
- Attendance is above national average, including for disadvantaged pupils and pupils with SEND.
- Pupils behave incredibly well in calm, purposeful classrooms with well-established routines.
- Leaders act quickly to address attendance barriers and persistent absence is significantly below national levels.
- Disadvantaged pupils make strong progress in reading and mathematics, often exceeding national peers.
- Pupils learn to read fluently, with well-matched phonics books and effective catch-up support.
- The curriculum is broad, ambitious and carefully sequenced, including in early years.
- Early years children show curiosity, perseverance and concentration, and most are ready for Year 1.
- Leaders and governors have created a values-driven, pupil-centred ethos with effective challenge and support.
- Staff benefit from research-informed professional learning that has improved teaching.
- Personal development is rich, with extra-curricular clubs, leadership roles and community opportunities.
- Support for pupils' wellbeing is a strength, with quiet spaces and responsive emotional support.
- The school has a warm, inclusive culture, greeting families in their first language.
- Safeguarding standards are met, with an open culture of safeguarding.
Areas for Improvement
- Inclusion requires improvement; pupils with SEND do not always access learning well because staff do not consistently use agreed strategies.
- Some pupils, including those with SEND, wait too long for appropriate support to be identified and put in place.
- There is variability in how well the curriculum is taught across classes.
- Checks on pupils' learning are sometimes not systematic, so misconceptions are not always identified or addressed quickly.
- Expectations for pupils' spoken and written responses and use of language vary between classes.
- Writing attainment is below national average, and the combined reading, writing and mathematics measure is below national average over three years.
- Leaders need to strengthen consistency in developing writing and oracy across subjects and year groups.
- Agreed SEND support strategies are not used consistently across the school, including in early years.
How many students meet the standards
| Reading, Writing & Maths | School Score | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Pupils meeting the expected standard | 56% | ||
| Pupils meeting a higher standard | 0% |
Average Scaled Score
Results are converted into scaled scores to allow accurate comparisons of performance over time even if the difficulty of the test varies over time. Scaled scores range from 80 to 120.
| Subject | School | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Reading | 105 | ||
| Maths | 106 |
Progress Scores
A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.
| Metric | School Score | Percentile (local) | Percentile (nationwide) |
|---|---|---|---|
| Reading | 4.1 | ||
| Writing | -2.3 | ||
| Maths | 4.8 |
How many students meet the standards
Sample
UnlockAverage Scaled Score
Results are converted into scaled scores to allow accurate comparisons of performance over time even if the difficulty of the test varies over time. Scaled scores range from 80 to 120.
Sample
UnlockProgress Scores
A progress score is a way to measure how well a student progressed in comparison to other students of a similar starting ability. A score of zero means would mean that a student made the same progress as others that had a similar starting a ability. A positive score would mean that the student made more progress than other students of similar starting ability. The scores below are for the whole school so is the average progress score across all students.
Sample
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| Number of Applications | Number of Offers | |
| First Preference | ||
| Second Preference | 5 | 1 |
| Third Preference | 7 | 0 |
| From another Local Authority | 4 | 1 |
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