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Allens Croft Primary School welcomes everyone. Starting in the early years, the school has a broad and ambitious curriculum. Education in the arts is a particular strength, and the school holds the 'Artsmark' at platinum level.
Staff adapt learning well for pupils with special educational needs and/or disabilities (SEND). This year, new schemes have helped pupils to learn the foundation subjects in greater depth. They remember more, and across the school, pupils now learn well.
Adults forge warm relationships with pupils. Pupils know that there is always someone to talk to if they have a concern. This all helps them to feel safe.
In general, pupils are keen t...o learn and behave well in class and at social times. However, misbehaviour sometimes disrupts lessons. The rate of pupils' attendance continues to be low.
Pupils learn to respect different cultures and traditions. Learning Makaton helps them to communicate with some of their peers and understand diversity. Pupils have the opportunity to take responsibility as members of school councils or as play leaders.
Trips to places such as Hampton Court and local theatres contribute well to pupils' learning. Pupils take good advantage of a wide range of after-school clubs and activities.
What does the school do well and what does it need to do better?
Pupils study all the subjects in the national curriculum.
From January 2024, the school adopted new schemes in foundation subjects. Leaders have adapted these schemes well, for example identifying gaps in pupils' previous knowledge and ensuring that work builds on what they already know. Learning moves smoothly from one key stage to the next.
In English and mathematics, the school has addressed the weaknesses that led to low outcomes in 2023. As a result, in different subjects pupils are learning and remembering the detailed knowledge they need to progress successfully through the curriculum. Pupils understand, for example, the reasons for and consequences of historical events.
The school ensures that learning to read is a top priority. From the early years onwards, pupils follow a structured phonics programme. This programme ensures that pupils learn about letters and their sounds in a logical order.
Staff use the programme's resources in a consistent way. They assess regularly how pupils are learning. The school provides effective support for pupils, including those in key stage 2, who need to catch up.
Books are well matched to pupils' knowledge of phonics. Pupils become fluent and enthusiastic readers. Older pupils enjoy a good range of fiction and non-fiction texts.
Teachers pay due attention to different reading skills.
Teachers have secure subject knowledge. They break the learning down into small steps, and plan the day-to-day learning for pupils so that they meet the longer-term learning aims.
Teachers identify the key vocabulary for pupils to learn. In the classroom, teachers check on what pupils know and remember. They make good use of these checks to adjust their teaching.
In mathematics, pupils use practical equipment well. They learn to calculate fluently, and apply their learning to different situations.
The school is ambitious for pupils with SEND, including for those in the resourced provision.
They follow the full curriculum. Leaders accurately identify their learning needs. They provide guidance that ensures that these needs are met, and the pupils make good progress.
Leaders have managed the expansion of the resourced provision well.
The school has high expectations for pupils' behaviour. Generally, pupils behave well in lessons.
The school is orderly. The large majority of staff follow the behaviour policy, but there are some inconsistencies in how it is applied. As a result, a few pupils sometimes disrupt the learning of others.
Records of pupils' behaviour are inaccurate, so that leaders' plans to address this lack a firm foundation. There has been a lack of sustained action to address pupils' low attendance, and it has shown only a slight improvement this academic year.
Pupils follow a planned programme of personal development that teaches them how to keep themselves healthy and safe.
They understand diversity, and show respect to others. Pupils enjoy a range of opportunities to take responsibility, for example as play leaders or school councillors.
In general, staff work together well as a team.
Staff believe that leaders are considerate of their workload. Leaders have tackled some priorities effectively, such as the development of the curriculum and the expansion of the resourced provision. However, staffing difficulties have compromised the rigour and consistency of the school's approach to behaviour and attendance.
The school works well with the local community. However, some parents and carers are yet to be convinced of the importance of regular attendance.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Too many pupils are persistently absent. As a result, they miss out on important continuity of learning and many personal and social development opportunities. The school should work intensively with parents to establish the importance of school attendance, and thereby ensure that pupils come to school regularly.
• The school's records of behaviour incidents are not accurate. This means that actions to improve behaviour are not as well informed as they should be, and some pupils continue to experience disruption to their learning. The school should ensure that staff are trained to record behaviour incidents accurately, and that a reliable picture of behaviour is used as the basis for future plans and procedures.
• Senior leaders do not have the full capacity to manage their workload. Pupils have not benefited from the consistent application of school policies for behaviour and attendance. The school should ensure that the capacity exists for leaders to manage all aspects of their work consistently and strategically.
