Moving On Pupil Referral Unit
phone: 020 86041414
headteacher: Mrs Sue Welling
20 boys 69%
5 girls 17%
Last updated: July 21, 2014
— Pupil Referral Unit
- Establishment type
- Pupil Referral Unit
- Establishment #
- Open date
- Sept. 1, 2002
- Reason open
- New Provision
- OSGB coordinates
- Easting: 532428, Northing: 164962
- GPS coordinates
- Latitude: 51.368, Longitude: -0.099011
- Accepting pupils
- 14—16 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- July 15, 2014
- Region › Const. › Ward
- London › Croydon Central › Fairfield
- Urban > 10k - less sparse
- SEN Facilities
- PRU Does have Provision for SEN
- Full time provision
- PRU does offer full time provision
- Pupils educated by others
- PRU Does offer tuition by another provider
- Pupils With EBD
- PRU Does have EBD provision
- Free school meals %
- Learning provider ref #
- 0.1 miles Croydon Metropolitan College CR01DN (63 pupils)
- 0.1 miles Educational Excellence and Wellbeing CR01ND (39 pupils)
- 0.2 miles The Coningsby Pupil Referral Unit CR01BQ (34 pupils)
- 0.2 miles Education and Youth Services Ltd (Croydon, Surrey) CR92NL
- 0.2 miles Heathfield Academy
- 0.3 miles Victoria House PRU CR04HA (13 pupils)
- 0.3 miles Howard Primary School CR01DT (268 pupils)
- 0.3 miles Segas House Primary School
- 0.4 miles Park Hill Junior School CR05NS (349 pupils)
- 0.4 miles Old Palace of John Whitgift School CR01AX (795 pupils)
- 0.4 miles Folly's End Christian School CR27DY (44 pupils)
- 0.4 miles Croydon College CR91DX
- 0.4 miles Cambridge Tutors College CR05SX
- 0.4 miles Cambridge Tutors College CR05SX (221 pupils)
- 0.5 miles Park Hill Infant School CR05NS (275 pupils)
- 0.5 miles Parish Church CofE Junior School CR04BH (419 pupils)
- 0.5 miles Parish Church CE Nursery and Infant School CR04BH (397 pupils)
- 0.5 miles St Andrew's CofE Voluntary Aided High School CR04BH (741 pupils)
- 0.5 miles Elmhurst School CR27DW (175 pupils)
- 0.5 miles New Life Christian School CR01XP (36 pupils)
- 0.6 miles Whitgift School CR26YT (1372 pupils)
- 0.7 miles Duppas Junior School CR04EJ
- 0.7 miles Archbishop Tenison's CofE High School CR05JQ (764 pupils)
- 0.7 miles Normanton School CR27AE
Moving On Pupil Referral
279 High Street, Croydon, CR0 1QH
|Inspection dates||15 16 July 2014|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because:
| Good teaching, with activities which are |
Students leave with a good range of
The curriculum is very well matched to
Good support and pastoral care ensure
well matched to individual needs, means
that students make good progress.
GCSE and vocational qualifications. They
do particularly well in subjects such as
information and communication
technology (ICT) and health and social
what students need to achieve to enable
them to continue with their education or
training after they leave.
that students are well supported
throughout their time at school and are
able to achieve well.
| The school is well led and managed. Senior |
Almost all students respond well to the
Most students attend school much more
Strong links with a wide variety of other
managers and the management committee
have a clear sense of purpose and staff share
chance of a fresh start. They are generally
well behaved in lessons and any individual
issues are not allowed to disrupt the
education of others.
regularly than in their previous settings. This
helps them to make good progress and
overcome their difficulties.
organisations provide students with very
good opportunities for spiritual, moral, social
and cultural development.
| Not enough of the teaching is outstanding |
to ensure the students make rapid
progress. Questions are not always used
well enough to check students’
understanding. Teachers’ marking does
not always give students enough guidance
on how to improve their work.
| Students’ use of literacy and numeracy in |
other subjects is variable. Staff do not ensure
that all students regularly practise and
improve their skills in these areas.
Information about this inspection
- This inspection was carried out by one additional inspector.
- The inspector observed nine lessons taught by seven teachers. All of these were observed jointly
with senior managers.
- The inspector held discussions with leaders and managers, a group of students, the chair of the
management committee, a representative of the local authority, the school’s education welfare
officer and a police liaison officer.
- The inspector observed the school's work, attended assembly, looked at assessment information,
the analysis of students' progress, curriculum information, reports to the management
committee, links with parents and carers and many other documents. She analysed the
responses to a questionnaire from 10 staff.
|Grace Marriott, Lead inspector||Additional Inspector|
Information about this school
- Moving On is part of the Saffron Valley Federation, a group of four referral units funded and
supported by the London Borough of Croydon. It is a unit for up to about 40 Year 11 students,
most of whom have been permanently excluded from school and who also experience social,
emotional and behavioural difficulties.
- The Year 11 pupils who joined the school in 2013 left at the end of June 2014 and at the time of
the inspection, 17 Year 10 pupils had joined it very recently.
- The school also organises education for students who are hard to place in mainstream schools
because they have recently arrived in the borough.
- The school has significantly more boys than girls, who account for about a quarter of the intake.
In terms of ethnicity, the largest groups in the school are students from Black Caribbean, Black
African and White British backgrounds. Some students from minority ethnic backgrounds speak
English as an additional language, although few pupils are at a very early stage of learning
- About half of the students are known to be eligible for additional government funding known as
the pupil premium.
- Most pupils have special educational needs that are supported by school action. Typically, the
needs of these students are behavioural, emotional and social difficulties. No student has a
statement of special educational needs.
- Students mainly study for GCSE and recognised vocational qualifications in partnership with
external organisations such as SILC (construction industry) and the Chartered Management
- Since the previous inspection the headteacher has retired and the deputy headteacher has
become acting headteacher pending the reorganisation of the Saffron Valley Federation. A new
deputy headteacher has been appointed on a short-term contract.
What does the school need to do to improve further?
- Raise the proportion of outstanding teaching by ensuring that:
questioning in lessons is more focused on checking students’ understanding
marking gives students more specific guidance on how to improve and the time to respond.
- Plan more systematically to identify where literacy and numeracy skills can be more widely
developed so that work in all subjects helps students to:
gain in confidence and achieve higher standards of written English
increase their competence and accuracy when using their mathematical skills.
|The achievement of pupils||is good|
- Students join the school with levels of attainment which can vary widely but that are usually
below and often well below their classmates in mainstream schools. They have usually been
underachieving because their education has been disrupted by exclusion or poor attendance at
mainstream schools. Most students succeed in completing the year at the school and over time
make good progress.
- In almost all lessons, good adult-student working relationships make sure students remain
involved in learning. In an ICT lesson, for example, students rapidly improved their
understanding of the different components of computers and their function. Their oral and
written explanations, using appropriate technical language, showed secure knowledge.
- Early entry to GCSE and to functional skills tests is used to help motivate students to achieve
more than they thought they could. Almost all students leave with a recognised qualification in
English and mathematics and a few students each year achieve a C grade or above in English
- Although students’ actual GCSE attainment is below the average levels nationally, the results in
the BTEC vocational courses are consistent with national outcomes. Many students leave with
the equivalent of five or more good GCSE passes.
- Students generally achieve the qualifications they need to go on to continue their education or
training and the proportion of students going on to further education, employment or training is
above the national average. Students receive well-targeted support and guidance to help them
choose the right courses, training or apprenticeships.
- There are no significant differences in the achievement of different groups. Students eligible for
support through additional funding make as good progress as others, and often better. Boys and
girls, those with different levels of learning difficulties, those for whom English is an additional
language and those looked after by local authorities make progress at a similar rate and achieve
|The quality of teaching||is good|
- Consistently good and sometimes outstanding teaching successfully promotes good
achievement. Teachers get to know their students very quickly, plan work which engages
students and make learning lively and interesting. In a religious studies lesson students
discussed their homework on their own version of the Ten Commandments, comparing them
with the account in the Bible. The task had made them think about a range of social and moral
issues which affected their lives and they made good progress as a result.
- The evidence of teaching over time shows that it has improved. Teachers have high
expectations of students and match their teaching carefully both to the requirements for the
examination courses and to the needs of individuals so that the work is neither too easy nor too
hard. The impact of this was seen in mathematics lessons where the level of challenge and the
careful attention to individual needs led to rapid gains in confidence and good progress.
- On a small minority of occasions some teachers’ questioning is not effective enough to establish
how well students have understood the work or what is expected of them.
- The evidence from students’ work showed that the marking in the BTEC courses is good. This
contributes strongly to good achievement, some other marking is not always sharply focused
enough. It does not always give students precise enough advice on how to improve and
students are not routinely given time to respond to the guidance.
- Students tend to lack confidence in their basic skills. Teachers typically emphasise the
importance of good literacy and numeracy skills. This extension of basic learning is not,
however, planned systematically enough to ensure that opportunities are identified and
exploited in all subjects.
- The partnership between teachers and support assistants is very effective in ensuring that
students can cope with the level of challenge in the work they are being asked to do.
|The behaviour and safety of pupils||are good|
- Behaviour is good because it is well managed. It is not outstanding because students do not yet
take enough responsibility for managing their own behaviour. The school is an orderly and well-
organised community where students quickly learn what is expected of them and behave well in
- Good relationships between all adults and students result in a purposeful and safe working
atmosphere. Consistent routines and good adult support help students to learn well.
- It is very evident that almost all the Year 10 pupils who have only recently joined the school
have settled quickly. Almost all are responding positively to the opportunity for a fresh start.
They are pleased that they have the chance to find out about different subjects and meet staff
during the two week induction prior before Year 11. They feel this helps them to make the most
of what is on offer.
- Staff are quick to ensure that any poor behaviour is not allowed to disrupt the education of
others. They work hard to help students understand that actions have consequences and the
rate of exclusions has declined. Rewards and sanctions are used appropriately and students
understand the rationale for these.
- The school’s work to keep students safe and secure is good. Carefully designed programmes
help students to improve their understanding of how to keep safe and contribute well to
developing their understanding of the risks of gang culture as well as the risks of using drugs
and alcohol. The school has a zero tolerance approach and students are fully aware of and are
left in no doubt about the consequences of bullying and homophobic or racist behaviour. On the
few occasions when these occur, they are dealt with quickly and appropriately.
- Almost all students improve their attendance during their time at the school. Working closely
with their education welfare officer, staff monitor attendance and punctuality carefully and take
very rapid action to deal with absence, quickly involving parents and carers.
|The leadership and management||are good|
- The strong leadership team is well supported by staff who are fully committed to the school’s
ethos. The team of teachers, pastoral staff, teaching assistants and support staff understand the
direction the school is taking. Morale is good and staff are proud of their contribution to the
- Teaching has shown consistent improvement as a result of monitoring and relevant support and
training. Arrangements for the management of the performance of teachers and other staff are
clear and robust and outcomes are clearly linked to pay and promotion. Staff benefit from good
training and opportunities to undertake further professional development.
- Senior staff robustly evaluate students’ progress. Achievement and behaviour are tracked daily
and leaders quickly adapt individual programmes for students to provide any additional support
they may need. Parents and carers are fully involved in discussion about students’ welfare and
are generally supportive of what the school is trying to achieve.
- The benefits of additional funding received through the pupil premium are regularly evaluated to
ensure that the students are making fast enough progress. These students are making progress
which is at least as good as others’ in the school and often better.
- Students are in school for only one year and in that time the school has to ensure that their
academic as well as personal and social needs are met. The curriculum is outstanding because of
its flexibility and ability to respond to students’ needs. The vocational programme is regularly
adjusted to enable students to take the subjects relevant to their career choice, alongside the
core of English, mathematics, religious education, physical education and ICT. Students can
take courses in areas such as sports leadership, motor vehicle maintenance and construction
trades. If students express a genuine interest in a subject, the school will do its best to find a
- The curriculum includes a strong and successful focus on spiritual, moral social and cultural
development and in tackling issues of equality. Staff are aware of issues around extremism and
use opportunities in subjects such as religious education, English and the equality and diversity
course to challenge stereotypes and make students aware of issues. For example the school was
commended for its work with students in the wake of the murder of a soldier in Woolwich.
- The school’s development planning is realistic, based on good evaluation of current
performance, and includes appropriately challenging goals for the future. The local authority
provides effective support which contributes to the school’s capacity to improve further.
- The governance of the school:
The management committee is well informed and is increasingly asking pertinent and
challenging questions about achievement and other key areas such as attendance. Committee
members know how the pupil premium is being used to support students and that there is little
difference in achievement between this group and the others. They understand the relationship
of performance management to pay and promotion, as do teachers, and are prepared to
support the school when difficult staffing decisions need to be taken.
The committee has ensured that statutory requirements for safeguarding are met. Committee
members have had appropriate training and the chair of the safeguarding sub-committee
regularly checks the school’s records.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||134048|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Pupil referral unit|
|Age range of pupils||14–16|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||17|
|Appropriate authority||Local authority|
|Date of previous school inspection||16 17 March 2011|
|Telephone number||020 8604 1414|
|Fax number||020 8604 1295|