Thamesmead School

Strengths

• Pupils achieve very well and produce high-quality work across all subjects.
• Pupils' results in national exams are typically above average, including for disadvantaged pupils.
• Pupils with SEND make excellent progress from their starting points.
• Leaders provide an inclusive education with individualised adaptations for pupils with barriers to learning.
• Disadvantaged pupils benefit from an evidence-informed strategy and highly effective staff training.
• Leaders make effective use of alternative provision and maintain close working relationships with families.
• Young carers and pupils with English as an additional language receive very effective support.
• Pupils behave well, are respectful, and bullying is well managed.
• Leaders have developed an effective and ambitious curriculum across all subjects.
• Teaching is generally effective, with highly effective adaptations for SEND and disadvantaged pupils.
• Governors know the school well, provide effective challenge and support, and complete statutory duties to a high standard.
• Leaders have developed a comprehensive professional learning programme for staff.
• Staff feel supported by leaders and workload and wellbeing are considered.
• The personal development curriculum meets the needs of the community, including online safety and water safety.
• A wide range of well-attended clubs and trips broadens pupils' horizons.
• Careers education is high quality and prepares pupils well for their next steps.
• Pastoral care is prioritised and pupils are confident of the support they receive.
• Pupils' views help shape school decisions, such as uniform and toilet facilities.
• Pupils feel they belong, build close relationships, and feel safe.
• Pupils with SEND and disadvantaged pupils access the ambitious curriculum fully and typically achieve above national averages.

Areas for Improvement

• Leaders need to embed strategies to ensure attendance for all groups is above national averages.
• In a few lessons, gaps in learning are not addressed in the moment, so a small number of pupils do not acquire the knowledge they need.
• Pupils' knowledge of citizenship and British values is not as detailed as in other areas of the curriculum.

• Primary Schools
• Secondary Schools