Townsend Primary School Townsend Street, London SE17 1HJ

"I am a tows towsend boy"

"Deputy head teacher is absolutely ridiculous my son had medical issues wich were ignored and the deputy head teacher tried to get my son and me in trouble until she found out it was her ignorance, my son has left this school and now he as achieved soo much, a school that trys to get involved with your personal life is a void, I also noticed lack of multi faiths such as Muslim students , my son was so depressed at this school and getting bullied by all the student's in he's class , it looks like a good school however its rubbish , I also noticed lack of intelligent teacher's 1 little girl at the reception, its a very poor school now take a look at the Ofsted report ,,,,,,,,,,the worse report I've ever seen , School report Townsend Primary School Townsend Street, London SE17 1HJ Inspection dates 24–25 January 2017 Overall effectiveness Requires improvement Effectiveness of leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good Outcomes for pupils Requires improvement Early years provision Requires improvement Overall effectiveness at previous inspection Good Summary of key findings for parents and pupils This is a school that requires improvement  Leaders have not taken effective action to ensure that the school provides a good standard of education for all groups of pupils.  The quality of teaching requires improvement, particularly for younger pupils in the school. Too often, pupils complete tasks that they already know how to do.  Leaders do not provide teachers with sufficient guidance on how to improve the quality of their teaching. Consequently, they are sometimes unclear about how they can improve their practice to ensure all groups of pupils learn and achieve well.  Children are making inconsistent progress in the early years. Too few children are developing the skills and understanding they need to be well prepared for Year 1.  Insufficient rigour is given to the tracking of pupils’ progress. Consequently, leaders are unclear whether their actions are diminishing the variability in how well different groups of pupils achieve.  The school’s spending of the pupil premium funding is ineffective. Leaders do not check carefully whether additional support is helping disadvantaged pupils make swift progress and achieve the standard expected for their age.  Challenge for the most able pupils is inconsistent. They do not move on to more demanding learning as soon as they are ready. As a result, they do not always achieve the standard of which they are capable. This is particularly the case for the most able boys in key stage 1."

"Great school. I went there when I was a child and now my daughter goes. It's a great family. So friendly and nice"