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Spring Park Primary School Closed - academy converter Aug. 31, 2013

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Spring Park Primary School
Bridle Road
Shirley
Croydon
Surrey
CR08HQ

020 *** ***

Acting Headteacher: Miss Sarah Phelps

School holidays for Spring Park Primary School via Croydon council

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Primary — Community School

URN
131464
Education phase
Primary
Establishment type
Community School
Establishment #
2109
Open date
Sept. 1, 1998
Close date
Aug. 31, 2013
Reason closed
Academy Converter
OSGB coordinates
Easting: 537228, Northing: 165357
GPS coordinates
Latitude: 51.371, Longitude: -0.029948
Accepting pupils
3—11 years old
Ofsted last inspection
Sept. 20, 2011
Region › Const. › Ward
London › Croydon Central › Shirley
Area
Urban > 10k - less sparse

Rooms & flats to rent in Croydon

Schools nearby

  1. Spring Park Junior School CR08HQ
  2. Spring Park Infants' School CR08HQ
  3. Forest Academy CR08HQ (443 pupils)
  4. 0.5 miles Benson Primary and Nursery School CR08RQ
  5. 0.5 miles Harris Primary Academy Benson CR08RQ (455 pupils)
  6. 0.6 miles Beckmead School BR33BZ (102 pupils)
  7. 0.6 miles Cheyne School BR49LT
  8. 0.7 miles Bethlem and Maudsley Hospital School BR33BX (53 pupils)
  9. 0.7 miles Oak Lodge Primary School BR40LJ (627 pupils)
  10. 0.8 miles Greenhayes School for Boys BR49BA
  11. 0.8 miles Shirley High School Performing Arts College CR05EF
  12. 0.8 miles Shirley High School Performing Arts College CR05EF (1025 pupils)
  13. 0.9 miles St John's CofE Primary School CR05EL (239 pupils)
  14. 1 mile St David's College BR40QS (151 pupils)
  15. 1 mile Orchard Way Primary School CR07NJ (206 pupils)
  16. 1 mile Edenham High School CR07NJ (1120 pupils)
  17. 1 mile Coloma Convent Girls' School CR95AS (1072 pupils)
  18. 1 mile Little David's School CR09AZ
  19. 1.1 mile Hawes Down Junior School BR40BA (269 pupils)
  20. 1.1 mile Hawes Down Infant School BR40BA (221 pupils)
  21. 1.1 mile All Saints Catholic School BR49HN
  22. 1.1 mile Glebe School BR49AE (142 pupils)
  23. 1.1 mile Applegarth School CR09DL
  24. 1.1 mile Applegarth Junior School CR09DL

List of schools in Croydon

Ofsted report transcript

Age group 3–11
Inspection date(s) 20–21 September 2011
Inspection number 381346

Spring Park Primary School

Inspection report

Unique Reference Number 131464
Local Authority Croydon
Inspection number 381346
Inspection dates 20–21 September 2011
Report ing inspector Jackie Krafft HMI

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

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Nu mber of pupils on the school roll 376
Appropriate authority The governing body
Chair Mrs Syreeta Campbell
Headteacher Stuart Roberts (Executive headteacher)
Date of previous school inspection 27–28 January 2009
School address Bridle Way
Shirley
Croydon
CR0 8HQ
Telephone number 020 8777 2808
Fax number 020 8777 4880
Email address headteacher@springpark.croydon.sch.uk

Introduction

This inspection was carried out by one of Her Majesty’s Inspectors and two additional
inspectors. They observed 18 lessons and saw all 15 teachers. Inspectors spoke with
parents and held meetings with governors, staff and groups of pupils. They observed

the school’s work, looked at pupils’ books, the school’s data on pupils’ attainment
and progress, the school’s improvement plan, examples of the school’s monitoring,

minutes of meetings of the governing body and a range of policies. The team
analysed questionnaire responses from 170 pupils, 53 parents and carers and 29
staff.

The inspection team reviewed many aspects of the school’s work. It looked in detail

at a number of key areas.

  • Whether the quality of teaching is improving and raising attainment, particularly
    in English and Key Stage 1, by helping pupils to make more rapid progress.
  • How effectively all leaders and managers are evaluating the school’s work and
    taking action to drive improvements.
  • Whether the care, guidance and support given to vulnerable pupils, those who
    are new to the school and those with special educational needs and/or
    disabilities are strengths.
  • The impact of changes to the curriculum on engaging pupils, including boys and
    those who are underachieving.

Information about the school

Spring Park is a larger-than-average primary school with a nursery. It serves a
culturally diverse community that experiences high levels of economic and social
disadvantage. A third of pupils are of White British heritage. The next largest groups
are from Black African and Asian backgrounds. A large number of pupils speak
English as an additional language, a small minority of which are at the early stages
of learning English. The proportion of pupils known to be eligible for free school
meals is high. The proportion of pupils with special educational needs and/or
disabilities is similar to that found nationally. The main needs of these pupils are
identified as moderate learning difficulties. A high number of pupils join and leave
the school at different times. There have been a number of staff changes since the
previous inspection, including to the leadership of the school. The executive
headteacher joined in April 2011. He is a Local Leader of Education and also the
headteacher of West Thornton Primary Academy. He leads the school with the acting
headteacher and two deputy headteachers who took up post in September 2011.

Inspection judgements

Overall effectiveness: how good is the school? 3
The school’s capacity for sustained improvement 3

Main findings

Spring Park is improving following a turbulent period of change. It provides its pupils
with a satisfactory education. Parents and carers, pupils, staff and governors are
positive about the school, and those who spoke with inspectors recognise that recent
changes have brought greater stability and improvements. As one parent said, ‘You
can see the difference, it’s getting much better.’ The decline in standards over the
past few years in Key Stage 1 has been reversed and a focus on reading has resulted
in improvements throughout the school. Improvements in mathematics, however,
are more variable. Although standards are below average by the time pupils leave
the school, the progress they make from their low starting points is being
accelerated. The school tracks carefully the progress that pupils make to identify
those who are falling behind. It provides a range of good additional support to help
those who need it to overcome barriers to their learning, particularly the most
vulnerable and those who are new to the school. Consequently, pupils in all year
groups, including those with special educational needs and/or disabilities and those
who speak English as an additional language, are now making satisfactory progress
in their learning.
The executive headteacher is driving improvements and has very recently established
a strong team of senior leaders to support this. Through systematic and accurate
self-evaluation, they have a clear understanding of what needs to be improved.
Rapid action taken to eradicate inadequate teaching has been successful. Evidence

from the lessons seen, work in pupils’ books and the school’s own monitoring

information shows that although there are examples of good teaching and learning,
which is contributing to improving the progress that pupils make, this has not yet
been secured across the school as a whole. Relationships are good so pupils behave
well and are keen to participate in lessons. Teachers plan tasks for different groups
of pupils and make effective use of teaching assistants to support pupils who need
extra help. However, their use of assessment information is variable, so expectations
of all pupils are not consistently high and some tasks lack sufficient challenge to
maintain a good pace of learning. The effective use of learning targets and good
quality marking to help pupils understand how they can improve is not embedded.
Children enjoy an appropriate range of practical activities so are interested, make
choices and grow in confidence in the Early Years Foundation Stage. Staff are
making observations of children’s learning and these contribute to planning the next
steps. However, some have not yet received training in assessment methods and
activities are not consistently providing enough challenge to move children’s learning

and development on more quickly. A safe, welcoming environment is created and
children are getting to know the routines of the day, but expectations of behaviour
are not consistently applied across all the Reception classes.
Governors have an accurate understanding of the school’s performance and the
effectiveness of the governing body. For example, they recognise that they need to
engage more systematically with pupils, parents and carers. They are supportive of
the actions being taken by the school’s senior leaders to improve teaching. However,
their monitoring and evaluation of the school’s performance are not yet rigorous
enough to enable them to challenge leaders and hold them to account robustly.
Middle leaders are involved appropriately in monitoring the quality of provision in
their subjects and supporting the professional development of staff. However, this is
not yet embedded consistently across all curriculum areas so their impact on
improvement is variable. Senior leaders have implemented a comprehensive plan for
improvement and a detailed programme of monitoring and evaluation. This has
already improved attendance, accelerated the progress that pupils make and
enhanced the quality of teaching. This demonstrates that the school has satisfactory
capacity to improve further.
Up to 40% of the schools whose overall effectiveness is judged satisfactory may
receive a monitoring visit by an Ofsted inspector before their next section 5
inspection.

What does the school need to do to improve further?

  • Improve the quality of teaching to raise attainment in all key stages by:
    ensuring teachers have high expectations of all pupils and maintain a good
    pace of learning throughout each lesson
    using assessment information to match appropriately challenging activities
    to the full range of pupils’ different needs
    making consistent use of pupils’ targets and teachers’ marking comments
    to show pupils how they need to improve.
  • Ensure children in the Early Years Foundation Stage get off to a good start by:
    using information from observations and assessment to provide
    challenging activities that are well matched to the full range of children’s
    abilities and move learning forward more quickly
    consistently applying clear expectations of behaviour in the Reception
    classes
    training all staff in assessment methods.
  • Strengthen the effectiveness of the governing body by implementing rigorous
    procedures to:
    monitor the impact of the school’s work on improving outcomes for pupils
    challenge leaders and hold them to account for raising attainment and
    improving the quality of provision
    engage more in the school’s self-evaluation and planning for improvement
    systematically seek and act on the views of pupils, parents and carers.
    Most pupils, including those with special educational needs and/or disabilities and
    those who speak English as an additional language, say they enjoy school, feel safe
    and learn a lot. Work seen in lessons and pupils’ books shows that, from their low
    starting points, the progress and achievement of all groups are satisfactory. Their
    literacy, numeracy and social skills are improving and prepare them adequately for
    the next stage in their education. However, their skills in using information and
    communication technology (ICT) are less well developed. More pupils are attending
    school regularly. Those who spoke with inspectors explained that they feel safe
    because behaviour in the school has improved. They know who to go to if they are
    worried and are confident that any incidents of bullying are dealt with. Pupils,
    including those with challenging behaviour, are learning effectively how to manage
    any distractions that may get in the way of their learning. In the lessons observed,
    pupils had good relationships with their teachers and other adults. They knew what
    was expected of them so responded quickly and collaborated with each other well.
    They were keen to answer questions and participated enthusiastically. This was
    particularly evident when they had opportunities to discuss their ideas together or
    take part in practical activities or games, for example when learning how to count in
    Spanish. Pupils concentrated well and remained focused when activities were
    appropriately challenging, but this waivered when tasks demanded less of them.
    Pupils have a good understanding of how to keep themselves safe, for example when
    using the internet and crossing the road. They take part in regular physical activity
    and talk with confidence about the importance of eating healthily. They also
    understand well that smoking and alcohol present health hazards. Pupils make a
    good contribution to improving the school and local community, for example through
    running the school council and taking part in projects to improve local play areas.
    They socialise with each other well and those who are new to the school are made to
    feel welcome and involved. Pupils develop a satisfactory awareness of cultural and
    religious diversity.
Outcomes for individuals and groups of pupils 3

These are the grades for pupils’ outcomes

Pupils’ achievement and the extent to which they enjoy their learning
Taking into account:
Pupils’ attainment
The quality of pupils’ learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
1
3

3

3
3

The extent to which pupils feel safe 2
Pupils’ behaviour 2

1

The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;

and 4 is low

The extent to which pupils adopt healthy lifesty les 2
The extent to which pupils contribute to the school and wider community 2
The extent to which pupils develop workplace and other skills that will
contribute to their future economic well-being
Taking into account:
Pupils’ attendance
1
3

3

The extent of pupils’ spiritual, moral, social and cultural development 3

How effective is the provision?

The school provides its pupils with an attractive, well-ordered learning environment
which contributes to their well-being and positive attitudes to learning. Eye-catching
displays and welcoming reading and role-play areas are designed to encourage
pupils, particularly boys and those who are reluctant to read, to participate.
In the most effective lessons seen, which usually resulted in pupils making good
progress, common features included:

  • detailed planning
  • maintaining a brisk pace through all parts of the lesson
  • varied activities which were well matched to pupils’ different needs and kept all
    pupils engaged
  • good use of practical resources, such as photographs and games
  • frequent opportunities for pupils to talk together, share ideas and learn from
    each other
  • skilful adult questioning to involve all pupils, encourage them to explain their
    reasoning, assess their understanding and challenge their thinking
  • good use of vocabulary
  • explicit links to prior learning and next steps.
    When such features were less evident, pupils made satisfactory rather than good
    progress.
    The curriculum meets pupils’ needs satisfactorily. There is an appropriate focus on
    developing their literacy and numeracy skills, although opportunities to promote their
    ICT skills are underdeveloped. The curriculum has been reviewed and changes made
    to ensure topics are engaging boys more effectively and are more closely matched to
    pupils’ interests. Visits and practical activities enrich the curriculum appropriately.
    Evidence in the lessons observed indicates that this is having an impact but changes,
    particularly in providing opportunities to develop problem-solving skills, are not yet
    firmly established.
    Well-targeted pastoral support and interventions, based on a thorough
    understanding of pupils’ specific needs, are helping pupils to overcome barriers and
    access the curriculum well. Good links with a range of other agencies and specialists
    are making a strong contribution to keeping pupils safe and improving their
    behaviour and attendance. Additional adults support pupils’ learning and pastoral
    needs in lessons effectively. As a result, pupils with learning difficulties and/or
    disabilities and those who speak English as an additional language are making similar
    progress to their peers.

These are the grades for the quality of provision

The quality of teaching
Taking into account:
The use of assessment to support learning
3

3

The extent to which the curriculum meets pupils’ needs, including, where
relevant, through partnerships
3
The effectiveness of care, guidance and support 2

How effective are leadership and management?

Leaders are thorough in ensuring that pupils are safeguarded well. This makes a
strong contribution to pupils feeling safe and well cared for. Relevant safety checks
and risk assessments are undertaken systematically and staff are well trained.
Leaders understand the diverse needs of the families that the school serves.
Appropriate steps are taken to ensure that all groups of pupils are provided with
equal opportunities to participate fully in school life and achieve as well as each
other. The school is a cohesive community and the curriculum promotes the
celebration of religious and cultural diversity satisfactorily. There are relevant links
with the local community, for example through the use of volunteer readers, the
church and other local schools. However, the systematic planning for, and evaluation

of, how the school promotes an understanding of wider national and global issues

are not yet established. The high expectations promoted by a strong senior
leadership team are understood and supported by all staff. One member of staff
wrote, ‘I feel Spring Park is now moving forward in the best interest of children and

staff.’ Systems have been put in place to achieve the school’s aims and are having an

impact. However, leaders recognise that much is still relatively new and not yet
embedded consistently at all levels in the school.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and
driv ing improveme nt
Taking into account:
The leadership and management of teaching and learning
3

3

The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities
met
3
The effectiveness of the school’s engagement with parents and carers 3
The effectiveness of partnerships in promoting learning and well-being 3
The effectiveness with which the school promotes equality of opportunity and
tackles discrimination
3
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 3
The effectiveness with which the school dep loys resources to achieve value for
money
3

Early Years Foundation Stage

Children learn routines, are interested and get involved in an appropriate range of
indoor and outdoor learning activities which cover all areas of learning. Adults are
welcoming, pay good attention to children’s welfare needs and offer encouragement
and praise consistently. An appropriate balance of activities led by adults and those
which children can choose helps to develop their confidence and independence. As a
result, children settle well, enjoy their time in the Nursery and Reception classes and
make satisfactory gains in their learning. However, there are inconsistencies in the
expectations of children’s behaviour in the Reception classes. Adults understand how
children learn and develop but have not yet established robust assessment and
observation systems. Activities, therefore, are not yet consistently well matched to

children’s needs. Consequently, they are not routinely providing children with

appropriately challenging learning experiences to help them make faster progress,
particularly in the development of their early reading and writing skills. The new
Early Years Foundation Stage leader has been instrumental in improving the learning
environment and is taking appropriate steps to involve parents in supporting their

children’s learning, but rightly recognises this is at the early stages of development.

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Ear ly Years Foundation Stage
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years Foundation
Stage
3

3

3
3

Views of parents and carers

The proportion of parents and carers who returned the questionnaire was small, but

most were positive about their child’s experience of school. A very large majority

agreed their children are kept safe and enjoy school. A few parents felt their child did
not make enough progress and the school did not meet their child’s needs or prepare
them well for the future. Inspectors identified that this is improving but agree that
more remains to be done. The school’s leaders are aware of this too, and are taking
appropriate steps to make improvements. The school also wants to involve parents

more in their child’s learning, which a few parents would like to be improved also.

Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Spring Park Primary School
to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection team received 53 completed questionnaires by the end of the on-site inspection. In
total, there are 376 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.

Statements Strongly
agree
Agree Disagree disagree
Strongly
Total % Total % Total % Total %
My child enjoys school 31 58 17 32 2 4 0 0
The school keeps my child
safe
31 58 20 38 0 0 0 0
The school informs me about
my child’s progress
22 42 24 45 2 4 1 2
My child is making enough
progress at this school
18 34 27 51 5 9 0 0
The teaching is good at this
school
22 42 26 49 3 6 0 0
The school helps me to
support my child’s learning
18 34 24 45 5 9 0 0
The school helps my child to
have a healthy lifestyle
21 40 27 51 1 2 0 0
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
employment)
15 28 23 43 5 9 0 0
The school meets my child’s
particular needs
16 30 22 42 7 13 0 0
The school deals effectively
with unacceptable behaviour
17 32 23 43 4 8 1 2
The school takes account of
my suggestions and
concerns
14 26 28 53 1 2 0 0
The school is led and
managed effectively
15 28 23 43 5 9 0 0
Overall, I am happy with my
child’s experience at this
school
22 42 24 45 3 6 0 0

Glossary

What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding
school provides exceptionally well for all its pupils’ needs.
Grade 2 Good These are very positive features of a school. A school
that is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 43 47 10 0
Primary schools 6 46 42 6
Secondary
schools
14 36 41 9
Sixth forms 15 42 41 3
Special schools 30 48 19 3
Pupil referral
units
14 50 31 5
All schools 10 44 39 6

New school inspection arrangements were introduced on 1 September 2009. This means that
inspectors now make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 08 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
www.ofsted.gov.uk).
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in

secondary schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning, development or training.

Attainment: the standard of the pupils’ work shown by test and

examination results and in lessons.

Capacity to improve: the proven ability of the school to continue

improving. Inspectors base this judgement on what
the school has accomplished so far and on the
quality of its systems to maintain improvement.

Leadership and management: the contribution of all the staff with responsibilities,

not just the headteacher, to identifying priorities,
directing and motivating staff and running the
school.

Learning: how well pupils acquire knowledge, develop their

understanding, learn and practise skills and are
developing their competence as learners.

Overall effectiveness: inspectors form a judgement on a school’s overall

effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall
effectiveness judgement will be.

  • The school’s capacity for sustained
    improvement.
  • Outcomes for individuals and groups of
    pupils.
  • The quality of teaching.
  • The extent to which the curriculum meets
    pupils’ needs, including, where relevant,
    through partnerships.
  • The effectiveness of care, guidance and
    support.

Progress: the rate at which pupils are learning in lessons and

over longer periods of time. It is often measured

by comparing the pupils’ attainment at the end of a

key stage with their attainment when they started.

22 September 2011
Dear Pupils

Inspection of Spring Park Primary School, Croydon CR0 8HQ

Thank you for making us feel so welcome when we visited your school recently. We
especially enjoyed talking with you, looking at your work and seeing you in lessons.
Your school is a welcoming and an attractive place to learn. You and your parents
told us that you enjoy school and feel safe. Your teachers and other adults care for
you very well and have made the school a safe place to be. You also told us that
things have been changing for the better recently. Lessons are more interesting and
fun. You get extra help and support if you need it. All this is helping you to learn
more. You generally behave well and are polite and considerate towards each other.
More of you are coming to school regularly which is also helping you to learn more.
It was good to see you having fun on the playground with all the outdoor equipment
at lunchtime. We were also impressed to hear how well some of you could count in
Spanish.
Your school is providing you with a satisfactory education. There are lots of things
that it does well and some things that could be even better. To help improve the
school even more we have asked the staff to make more of your lessons as good as
the best ones we saw. That will help you make even more progress in your learning.
We have also asked them to make sure that the children in the Nursery and
Reception classes get off to a really good start by learning even more than they do
now. We want the school’s governors to help your headteacher and teachers more
too. They can do this by regularly checking how well the things that the school is
doing are helping you to learn and also by asking you and your parents what you
think can be done better.
Thank you again for such a warm welcome and we hope you carry on enjoying being
at school and working hard in lessons.
Yours sincerely
Jackie Krafft
Her Majesty's Inspector

.

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