School etc

Moving On Pupil Referral Unit

Moving On Pupil Referral Unit
South London House
279 High Street

phone: 020 86041414

headteacher: Mrs Sue Welling

school holidays: via Croydon council

29 pupils aged 15—15y mixed gender

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 #

rooms to rent in Croydon

Schools nearby

  1. 0.1 miles Croydon Metropolitan College CR01DN (63 pupils)
  2. 0.1 miles Educational Excellence and Wellbeing CR01ND (39 pupils)
  3. 0.2 miles The Coningsby Pupil Referral Unit CR01BQ (34 pupils)
  4. 0.2 miles Education and Youth Services Ltd (Croydon, Surrey) CR92NL
  5. 0.2 miles Heathfield Academy
  6. 0.3 miles Victoria House PRU CR04HA (13 pupils)
  7. 0.3 miles Howard Primary School CR01DT (268 pupils)
  8. 0.3 miles Segas House Primary School
  9. 0.4 miles Park Hill Junior School CR05NS (349 pupils)
  10. 0.4 miles Old Palace of John Whitgift School CR01AX (795 pupils)
  11. 0.4 miles Folly's End Christian School CR27DY (44 pupils)
  12. 0.4 miles Croydon College CR91DX
  13. 0.4 miles Cambridge Tutors College CR05SX
  14. 0.4 miles Cambridge Tutors College CR05SX (221 pupils)
  15. 0.5 miles Park Hill Infant School CR05NS (275 pupils)
  16. 0.5 miles Parish Church CofE Junior School CR04BH (419 pupils)
  17. 0.5 miles Parish Church CE Nursery and Infant School CR04BH (397 pupils)
  18. 0.5 miles St Andrew's CofE Voluntary Aided High School CR04BH (741 pupils)
  19. 0.5 miles Elmhurst School CR27DW (175 pupils)
  20. 0.5 miles New Life Christian School CR01XP (36 pupils)
  21. 0.6 miles Whitgift School CR26YT (1372 pupils)
  22. 0.7 miles Duppas Junior School CR04EJ
  23. 0.7 miles Archbishop Tenison's CofE High School CR05JQ (764 pupils)
  24. 0.7 miles Normanton School CR27AE

List of schools in Croydon

School report

Moving On Pupil Referral


279 High Street, Croydon, CR0 1QH

Inspection dates 15 16 July 2014
Overall effectiveness This inspection: Good 2
Previous 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
their vision.
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.

Inspection team

Grace Marriott, Lead inspector Additional Inspector

Full report

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.

Inspection judgements

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
    and/or mathematics.
  • 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
    equally well.
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
    students’ achievements.
  • 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
    suitable course.
  • 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 Judgement Description
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.

School details

Unique reference number 134048
Local authority Croydon
Inspection number 439480

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Pupil referral unit
School category Community
Age range of pupils 14–16
Gender of pupils Mixed
Number of pupils on the school roll 17
Appropriate authority Local authority
Chair David Johnston
Headteacher Andrew Clark
Date of previous school inspection 16 17 March 2011
Telephone number 020 8604 1414
Fax number 020 8604 1295
Email address reveal email: rece…


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