Blackheath Primary School

What Ofsted said

From the inspection on 14 April 2026

There is a clear sense of belonging at Blackheath Primary School. Pupils love coming to school. Staff care for them and champion their success. This is reflected in how well they attend school. School is a calm, inclusive and supportive place. Pupils feel safe, valued and encouraged to do well. Pupils show respect and behave well in lessons and around the school. They are highly engaged with learning and take pride in their work. Pupils trust adults to help them if they are worried. They learn how to stay safe online and while in the community. Pupils are confident that adults will listen to them and help them if they have concerns. Relationships with staff are warm and trusting. Pupils enjoy having responsibilities, such as junior librarian roles and being playground buddies. They say these help them to build their confidence, resilience and respect for others. Pupils' behaviour is excellent. This enables them to learn in an environment free from significant disruption. Bullying is rare and is dealt with effectively if it occurs. Pupils show positive and respectful attitudes to each other. They celebrate diversity in school and the wider community. Pupils typically achieve well at this school. They enjoy learning the different subjects they study. Older pupils speak confidently about their recent learning about migration. They reflect thoughtfully on what they have learned. Staff reduce barriers to learning effectively so that pupils can achieve well from their starting points. Pupils enjoy learning about different faiths and cultures. They know the school's RESPECT values well. Pupils enjoy celebrating each other’s successes through the school’s ‘BOSCARS’ awards. They belong to a caring school where staff support them well to succeed, both academically and personally.

What the school should improve

• Leaders should ensure that staff interactions with children are consistently maximised so that children benefit fully from high-quality modelled language across all areas of learning in the early years.
• Governors should ensure that they use sufficiently detailed information about the school's performance from a wide range of sources to challenge leaders consistently and robustly across all aspects of the school's work.
• Leaders should ensure that teachers consistently use assessment effectively to identify when pupils have misconceptions or errors and adjust their teaching accordingly.
• Leaders should ensure that learning activities are consistently well matched to the differing starting points of pupils.

Read the full Ofsted report (opens in a new tab)