St Mary's CofE Nursery and Primary School

Type Primary / Voluntary aided school
Age Range 3-11
Religion Church of England
Address Felsham Road
Putney
St. Mary's CE Primary School
Putney
London
SW15 1BA
Phone 02087889591
Reference Number 101046

St Mary's CofE Primary School is a small Church of England primary school in Putney where pupils are well cared for and generally achieve well. Personal development and wellbeing is a standout strength: pupils learn about relationships, mental health, online safety and British values, take on leadership roles, and benefit from a wide range of clubs and trips. Behaviour is calm and respectful, attendance is above national averages, and most pupils, including disadvantaged pupils, leave Year 6 well prepared for secondary school. Phonics and reading are prioritised, and the early years provide a positive start, with children settling quickly and learning routines. However, the inspection also identified important weaknesses in inclusion and leadership. Pupils with SEND do not always get support planned or reviewed quickly enough, and classroom adaptations are sometimes not well matched to their needs, so some do not achieve as well as they could. Leaders' monitoring systems have not been rigorous enough to spot weaknesses, especially in inclusion, and governors have not challenged leaders strongly enough on this. Attendance analysis needs sharpening, early years staff could do more to extend vocabulary and full sentences, and professional development is not consistently targeted to staff needs. The school was led by an interim headteacher at the time of inspection, and safeguarding standards are met.

General Makeup

Number of pupils 196
Boy/Girl ratio Boys: 48.98%
Girls: 51.02%
Percentage of students eligible for free school meals 9.2%
Percentage of students where English is not their first language 15.3%

Class Sizes

Average size of one teacher classes 20
Average size of Key Stage 1 classes taught by one teacher 27
Average size of Key Stage 2 classes taught by one teacher 21.5

Year Groups

Year Boys Girls Total
1 12 10 22
2 13 16 29
3 10 10 20
4 9 14 23
5 7 16 23
6 11 9 20

Ethnicities

Ethnicity Percentage
White, British 59.2%
White, Other 18.4%
White & Asian 6.6%
Mixed, Other 3.1%
Asian, Other 3.1%
African 2.6%
White & Black (Caribbean) 2%
Caribbean 1%
Pakistani 1%
Chinese 0.5%
Indian 0.5%

Overall Ofsted Rating Needs attention
 >  Leadership & Governance Needs attention
 >  Personal Development & Wellbeing Strong standard
 >  Achievement Expected standard
 >  Attendance & Behaviour Expected standard
 >  Curriculum & Teaching Expected standard
 >  Inclusion Needs attention
 >  Early Years Expected standard
Last Report Date 19 May 2026
Date Report
19 May 2026 School inspection
08 Dec 2021 School inspection
30 Jun 2010 Interim assessment
24 May 2007 Full inspection
26 Mar 2001 Full inspection

Strengths

  • Extensive, thoughtfully designed personal development programme rooted in faith values.
  • Strong PSHE curriculum covering healthy relationships, mental health and online safety.
  • Pupils develop a deep understanding of fundamental British values and different faiths.
  • Wide range of pupil leadership roles, including family captains, Playground Buddies and anti-bullying ambassadors.
  • Broad offer of clubs, visits and residential trips, with disadvantaged pupils and pupils with SEND taking part fully.
  • Carefully matched pastoral care helps pupils become confident, resilient and reflective.
  • Pupils behave well, show kindness and respect, and bullying is rare.
  • Attendance is above the national average, with staff acting quickly when pupils miss school.
  • Broad, well-sequenced curriculum meets early years foundation stage and national curriculum requirements.
  • Reading and phonics are prioritised effectively, including timely help for older pupils.
  • Most pupils achieve well in reading, writing and mathematics, and disadvantaged pupils perform particularly well.
  • Children settle well in Nursery and Reception and form warm relationships with adults.
  • Staff feel valued and leaders take workload and wellbeing seriously.

Areas for Improvement

  • Support for some pupils with SEND is not planned quickly enough or reviewed rigorously.
  • Classroom adaptations for pupils with SEND are sometimes not well matched to their needs.
  • Some pupils with SEND do not achieve as well as they could.
  • Leaders' monitoring systems are not sufficiently rigorous, especially for inclusion.
  • Governors have not provided enough challenge about the school's monitoring of its own work.
  • Analysis of absence patterns has not been sharp enough to target support precisely.
  • Early years staff sometimes miss chances to model ambitious vocabulary and encourage full sentences.
  • Professional development for staff is not targeted at the specific knowledge and skills they need.
  • Additional funding strategy for disadvantaged pupils does not identify precisely enough how it will help.

How many students meet the standards

Reading, Writing & Maths School Score Percentile (local) Percentile (nationwide)
Pupils meeting the expected standard 76%
Pupils meeting a higher standard 24%

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 109
Maths 109

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 -0.6
Writing 0.3
Maths 3.1

How many students meet the standards

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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.

Sample

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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.

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2026 Admissions

Number of Applications Number of Offers
First Preference
Second Preference 42 0
Third Preference 26 0
From another Local Authority 7 2

Previous Years

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Name Distance
Hotham Primary School
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1.06 miles
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1.12 miles
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0.58 miles
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0.64 miles
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1.42 miles
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1.5 miles
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1.54 miles
Ibstock Place School
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1.56 miles
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1.57 miles
The Swedish School
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1.59 miles
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1.66 miles
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