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This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Miss Laura Rodger
Address
Stanley Park Road, Carshalton, SM5 3HW
Phase
Academy
Type
Academy converter
Age Range
4-11
Religious Character
None
Gender
Mixed
Number of Pupils
748
Local Authority
Sutton
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Summary of key findings for parents and pupils
This is a good school The school has undergone significant change since the last inspection. A new leadership structure is in place.
The headteacher took up her role in September 2017. The leadership team has worked determinedly and resolutely to ensure that the school offers a good education to its pupils. Governors have a range of skills and are knowledgeable about safeguarding, ensuring that checks and policies are robust.
Pupils behave well. They understand the school's rules and follow them in their classrooms and around the school. Children in the early years receive a good start to school life.
As a result, they make strong progress from their ...starting points and are well prepared for Year 1. The culture of safeguarding is strong across the school. Staff are well trained and have a clear understanding of their responsibilities.
Teaching assistants provide effective support for pupils, including for those pupils with special educational needs and/or disabilities (SEND). Teachers have strong subject knowledge and make learning stimulating for pupils. As a result, teaching is good.
The provision on offer at the resource base at Oak Field does not sufficiently meet the needs of all the pupils who attend this unit. Leaders promote pupils' spiritual, moral, social and cultural development well. Pupils learn about a range of religions and cultures.
They are well prepared for life in modern Britain. Disadvantaged pupils are making strong progress this year. However, more progress is required to ensure that a higher proportion reach the expected or higher standards.
Leaders, including governors, do not routinely check the impact of their actions. Consequently, they do not fully understand the effect of their school improvement strategies. Reading is taught well throughout the school.
A culture of reading is developing. The curriculum is broad, balanced and provides pupils with a clear purpose for learning.
Information about this school
The school is much larger than the average-sized primary school.
The school is in the top 20% of schools for the number of pupils. The accommodation is situated on two separate sites, Meadow Field and Wood Field. Oak Field, a resource base for 46 pupils with autism, is situated on the Wood Field site.
Since the previous inspection, the school has significantly changed, including a new leadership structure. The headteacher took up her role in the school in September 2017. Wood Field has continued to expand in size, with four forms of entry for pupils from Reception to Year 5.
The school is planned to be six forms of entry and will be at full capacity by September 2019. Pupils come from a wide range of ethnic backgrounds, with the largest group being White British. The proportion of disadvantaged pupils is below the national average.
The school has a larger proportion of pupils who speak English as an additional language than schools nationally. The proportion of pupils with an education, health and care Plan is in the top 20% of schools nationally. The proportion of pupils with SEND is in the bottom 20% nationally.
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