Paxton Primary School
phone: 020 86702935
headteacher: Ms L Robins
210 pupils capacity: 111% full
115 boys 49%
120 girls 51%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 533512, Northing: 170963
- GPS coordinates
- Latitude: 51.422, Longitude: -0.081193
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- March 12, 2013
- Region › Const. › Ward
- London › Dulwich and West Norwood › College
- Urban > 10k - less sparse
- Free school meals %
- 0.2 miles Harris Federation SE192BH
- 0.4 miles Rockmount Primary School SE193ST (475 pupils)
- 0.4 miles Hillcrest Norwood SE191BY
- 0.4 miles Hillcrest SE191BY
- 0.5 miles Kingswood Primary School SE279RD (811 pupils)
- 0.6 miles Virgo Fidelis Preparatory School SE191RS (165 pupils)
- 0.6 miles Virgo Fidelis Convent School SE191RS
- 0.6 miles Priory School SE193QN (83 pupils)
- 0.6 miles Virgo Fidelis Convent Senior School SE191RS (756 pupils)
- 0.7 miles Anerley School for Boys SE208AX
- 0.7 miles Dulwich Wood Nursery School SE218QS (88 pupils)
- 0.7 miles Dulwich Wood Primary School SE218NS (198 pupils)
- 0.7 miles Kingsdale Foundation School SE218SQ
- 0.7 miles All Saints Infant School SE193LG
- 0.7 miles All Saints CofE Primary School SE193LG (443 pupils)
- 0.7 miles Harris City Technology College SE192JH
- 0.7 miles Phil Edwards Pupil Referral Unit SE192RU (119 pupils)
- 0.7 miles Harris City Academy Crystal Palace SE192JH (1237 pupils)
- 0.7 miles Kingsdale Foundation School SE218SQ (1509 pupils)
- 0.8 miles Norwood Park School SE279TG
- 0.8 miles Elm Wood School SE279RR (364 pupils)
- 0.8 miles Norwood School SE193NY (804 pupils)
- 0.8 miles Sydenham High School GDST SE266BL (631 pupils)
- 0.8 miles St Joseph's RC Junior School SE193NU (219 pupils)
Paxton Primary School
Woodland Road, London, SE19 1PA
|Inspection dates||12–13 March 2013|
|Overall effectiveness||This inspection:||Outstanding||1|
|Achievement of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| All pupils achieve outstandingly well in their |
Staff are passionate about giving pupils the
Since the previous inspection, the
Pupils thrive at the school and are very
academic and personal skills. They make
rapid and sustained progress from starting
points that are generally below those
expected for their age. Their attainment in
English and mathematics by the end of Year
6 is significantly above average.
best opportunities they can in order to make
sure they are excellently well prepared for the
next stage in their education.
headteacher, executive headteacher and
cross-federation leadership teams have
worked extremely closely with staff and
governors to make absolutely sure that the
quality of teaching and pupils’ achievement
motivated to learn because expectations of
them are consistently high. The school has
excellent systems to check the progress
individual pupils make. Teachers use
information about their progress very
effectively to plan interesting and fun work.
Pupils’ understanding is promoted
exceptionally well and they are encouraged to
work very hard.
| Pupils behave outstandingly well in lessons and |
Pupils attend school very regularly and on
Very effective leadership of teaching and
Through highly organised federation
around the school. They are well mannered,
friendly and welcoming because respectful
relationships and social skills are promoted
extremely well. Adults make their expectations
consistently clear and provide excellent role
time. They feel extremely safe in school and
have a very clear understanding about keeping
themselves safe from harm. Older pupils
thoroughly enjoy taking on responsibility as
peer mediators and prefects.
frequent monitoring of staff performance have
driven lasting improvements to teaching and
pupils’ achievement. Senior leaders have made
sure that teaching staff receive very high-
quality training and guidance so that the school
continues to improve even further and meets
partnerships, pupils benefit very strongly from
additional sessions with specialist teachers and
therapists. Together with pupils from other
federation schools, they take part in a vast
range of exciting cultural activities and visits
that deepen their interests and experiences
Information about this inspection
- Inspectors observed teaching and learning in all classes and undertook some joint observations
with senior leaders. They visited 17 lessons.
- Inspectors held discussions with groups of pupils, staff, members of the governing body and
with a representative of the local authority.
- Inspectors listened to groups of pupils reading. They looked at work in pupils’ books and the
school’s information showing pupils’ progress.
- The school website, development plans and records relating to safeguarding pupils were also
- The inspection took account of 20 responses to the online survey (Parent View), the school’s
own analysis of a recent survey of parental views and 20 responses to the staff questionnaire.
|Madeleine Gerard, Lead inspector||Additional Inspector|
|Noureddin Khassal||Additional Inspector|
Information about this school
- Paxton is an average-sized primary school.
- Children in the Early Years Foundation Stage are taught in one Reception class and two part-
time Nursery classes. A few children attend the Nursery full time.
- An above-average proportion of pupils speak English as an additional language.
- The proportion of pupils from minority ethnic backgrounds is above average. Pupils from
Caribbean and African backgrounds are the largest groups.
- The proportion of pupils who are supported through school action is below the national average.
An above average proportion is supported at school action plus or with a statement of special
educational needs. Most of these pupils have a specific learning difficulty, behavioural, emotional
and social difficulties, or speech, language and communication needs.
- The proportion of pupils for whom the school receives the pupil premium (additional government
funding for pupils who are looked after by the local authority, known to be eligible for free
school meals and the children of service families) is above the national average. There are
currently no children of service families at the school.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- The school is part of the Gipsy Hill Federation, a group of five primary schools that work closely
together. Each school has its own headteacher as well as cross-federation leadership and
management teams. The five schools are led overall by an executive headteacher and have a
single governing body. The federation is designated as a National Support School by the National
College for School Leadership. Two other federation schools were inspected at the same time as
Paxton Primary by separate inspection teams.
- Breakfast and after-school clubs are not managed by the school and were not included in this
- The children’s centre that shares the school site was not part of the inspection.
What does the school need to do to improve further?
- Make sure teachers consistently plan activities that fully involve all pupils during whole-class
|The achievement of pupils||is outstanding|
- All pupils, including those speaking English as an additional language, those from minority ethnic
backgrounds, disabled pupils and those with special educational needs, make outstanding gains
in their learning.
- Over recent years, standards have been well above average in English and mathematics by the
time pupils leave the school at the end of Year 6. The most-able pupils also achieve
exceptionally well – significantly more pupils at the school attain high levels in reading, writing
and mathematics than pupils nationally.
- The pupil premium is used to boost the achievement of all those pupils known to be eligible for
free school meals and as a result, they also attain significantly higher average points scores in
English and mathematics than all pupils nationally.
- Pupils make exceptional progress in reading and writing through the school. Regular sessions on
letters and the sounds they make (phonics) for children in Nursery and Reception classes and for
pupils in Key Stage 1 help them to make rapid progress in reading and spelling.
- More pupils than nationally reach the expected standard in the Year 1 phonics screening check.
Attainment in reading, writing and mathematics at the end of Key Stage 1 is above average and
improving. There are regular opportunities for independent and shared reading in class. Pupils
have books available to them that inspire their curiosity and parents spend time in school every
week reading with their children. These features foster pupils’ enjoyment of reading and develop
their extremely good reading skills.
- Disabled pupils and those who have special educational needs make rapid progress because they
receive extra help that is extremely carefully tailored to suit them individually. Staff, who are
trained very well, work closely with them to develop their basic literacy and numeracy skills, and
promote their social and emotional development, as well as speaking and listening. Pupils’ self-
confidence and resilience grow strongly because they benefit from additional sessions, including
music therapy and horse riding, led by specialist teachers, therapists and other highly skilled
- The outstanding achievement of all pupils shows the school’s striking success in promoting
equality and tackling discrimination.
|The quality of teaching||is outstanding|
- Teachers have exceptionally high expectations of what pupils can achieve and this, together with
their very encouraging responses to pupils’ efforts, helps to really motivate them.
- Extremely engaging activities, and the wide variety of resources teachers use, capture pupils’
interest in the work they are doing. For example, children working with an adult in the Nursery
were confidently developing their knowledge of numbers by counting the fruit and vegetables
that were for sale in the Gipsy Hill role-play market set up in the classroom.
- The progress each individual pupil makes is very carefully checked and the information used by
teaching staff, leaders and managers to make sure all pupils are making the rapid progress that
- Teachers’ particularly detailed planning draws upon the information from assessments to tailor
work in lessons to what pupils need to learn next. Teachers set tasks at the right level of
difficulty for the full range of pupils’ abilities to extend their learning.
- A typical example of this was observed in a Year 4 mathematics lesson. Pupils thoroughly
enjoyed the challenging activities the teacher set to build on their knowledge of fractions. They
worked quickly to complete the tasks in the time given, including additional exercises that
encouraged them to draw further upon their knowledge to solve problems.
- Pupils develop excellent writing strengths because they write regularly and at length using a
wide variety of different styles. Pupils understand how to use the features of high quality writing
because teachers present these clearly and pupils enthusiastically practise using them through
writing about a wide range of topics.
- One example of these activities was during a Year 2 English lesson focused on writing about the
Great Fire of London. Pupils were very keen to write key facts about the Great Fire based on the
research they had previously done in history lessons. They made excellent use of ‘Did you
know…?’ questions in their writing because they understood how these help to keep the reader
- Pupils in Years 1 to 6 take great pride in presenting their work neatly because teachers help
them to develop neat, fluent handwriting through very regular practice of joined-up writing.
They are equally painstaking to set out their mathematics calculations neatly, helping them to
work methodically and accurately.
- Together with additional adults, teachers very ably support disabled pupils and those who have
special educational needs so that they make outstanding progress from their starting points.
- Teachers often make sure all pupils take part fully in lessons, for example by planning
opportunities for pupils to discuss their ideas in pairs, and encouraging all pupils to answer
questions by writing their answers on mini-whiteboards.
- In a few lessons, during whole class sessions, teachers involve only a small number of pupils in
answering questions. On these occasions, the progress of other pupils is not as consistently
- Teachers’ highly effective marking in books, thorough feedback on pupils’ work, advice on how
to improve further and additional tasks to move them up to the next level help pupils to know
clearly what the next steps are in their learning. Pupils routinely take responsibility for
responding to teachers’ comments and completing additional challenges.
|The behaviour and safety of pupils||are outstanding|
- Pupils from diverse backgrounds get on exceptionally well together. Pupils respect one another
and are caring because the school fosters excellent relationships and places an extremely strong
emphasis on developing pupils’ spiritual, moral, social and cultural development. Pupils are
highly courteous and polite so that the atmosphere through the school is very calm and friendly.
- Staff in the Early Years Foundation Stage create an environment where children are very happy.
They quickly grow in confidence and develop extremely good personal and social skills.
- Pupils respond extremely positively to the high expectations of them in lessons and around the
school. Their behaviour and attitudes make a particularly powerful contribution to their own
learning in lessons. Pupils are very keen to receive a ‘Rainbow award’ in recognition of their
- Older pupils thoroughly enjoy helping the younger ones. Pupils in Years 4 and 5 are
outstandingly confident and capable peer mediators and other pupils value highly their
contribution to the smooth running of break-times. Year 6 prefects take their roles to help in the
dining hall, or set up computing equipment, extremely seriously.
- In Parent View, 19 out of 20 parents who responded were confident that their child is happy and
feels safe at the school. Advice and guidance on keeping safe, including anti-bullying assemblies,
visitors from the emergency services, and road and bicycle safety workshops all help pupils
develop an excellent awareness of how to keep safe. Pupils are extremely confident that any
problems are sorted out thoroughly, as the school’s records also clearly show.
- Pupils are very punctual to school. Soaring attendance rates illustrate that since the previous
inspection, the school’s leaders have successfully worked with the whole school community to
drive previously average attendance rates up. The contest for the best class attendance each
week is highly competitive and all pupils anticipate the announcement of the ‘top dining table’
honour each week with eagerness.
|The leadership and management||are outstanding|
- Since the previous inspection, the headteacher, executive headteacher, cross-federation
leadership and management teams, and governors have worked with resolve and determination
to ensure the school has continued to make sustained and rapid improvements. Their success in
securing the school’s outstanding overall effectiveness demonstrates the school’s capacity for
- They have worked together with staff, and in very close partnership with the other schools
within the federation, as a very effective team to make sure expectations of what pupils can
achieve are consistently high. The school’s leaders and managers also make sure that other
schools within the federation benefit from their expertise through sharing and modelling the
school’s very good practice to support others.
- In Parent View, all the parents who responded evaluated the school’s outstanding leadership and
management very positively.
- The way the school knows itself is rigorous and accurate involving senior leaders, cross-
federation leadership and management teams and governors. Regular and very well-targeted
training for staff, in partnership with the federated schools, has secured significant
improvements to many key aspects of the school’s performance, including the quality of
teaching, and pupils’ achievement in reading, writing and mathematics.
- Through very regular monitoring of teaching against national teaching standards, and systematic
checks on the impact teaching has on pupils’ progress and attainment, leaders and managers
secure and maintain excellent teaching quality.
- Performance is managed very tightly. There is a very clear link made between performance and
salary progression, pupils’ progress and the quality of teaching.
- Developments to the curriculum in reading, writing and mathematics make sure pupils build on
their skills very securely as they move up through the classes. Inspiring topic-based homework
projects, creative workshops with visiting artists, and high quality musical experiences, are very
well selected to capture pupils’ interest and feed their enjoyment of learning.
- Working together with the federation schools, the school offers exceptional experiences
including a residential journey for all pupils in Year 4 to an activity centre in Kent. In Year 5,
pupils across the federation spend a week together in France.
- The wide range of extra-curricular clubs, including drama, instrumental music lessons, French
club and early morning times-tables club, very successfully promote pupils’ social skills and their
- The school consistently and very successfully gives high priority to the promotion of spiritual,
moral, social and cultural development. Charity fund raising, learning Mandarin Chinese,
celebrating festivals from a variety of cultures, visits to local places of worship, and opportunities
to reflect on the lives of influential historical figures help pupils to develop very reflective, caring
and tolerant attitudes.
- The local authority provides light-touch support for this outstanding school.
- The governance of the school:
The governing body works closely with the senior leaders in their pursuit of excellence to bring
about the highest levels of achievement and personal development for pupils. Governors meet
regularly to monitor the school’s performance. They review the quality of teaching by visiting
lessons with senior leaders and check the information the school gathers about pupils’
progress. They know that the school is highly successful in comparison to other schools locally
and nationally, and hold leaders fully to account. They are very aware of the school’s
strengths, including the high quality of teaching. Continually striving for further improvement,
they set ambitious targets to increase the school’s effectiveness further. Through robust
procedures to manage performance, senior leaders are challenged to sustain high quality
teaching and pupils’ rapid progress. Governors make sure that salary progression and
promotion of staff are linked to pupils’ progress and teaching quality.
Governors have considerable financial expertise and use this to set and monitor the budget
closely. They supplement the funding available for pupils known to be eligible for the pupil
premium to provide a wide range of provision. They check that eligible pupils achieve as highly
as other pupils at the school, and do better in average point scores than all pupils nationally.
Governors make sure they receive the professional training they need to become even more
effective. Statutory duties are met including those relating to safeguarding pupils. The school
site is secure and very well maintained. Governors make sure that the learning environment at
the school is consistently as high as at other schools within the federation.
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||100577|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||232|
|Appropriate authority||The governing body|
|Executive Headteacher||Craig Tunstall|
|Date of previous school inspection||27–28 April 2010|
|Telephone number||020 8670 2935|
|Fax number||020 766 6843|