St Mary's RC Junior School
phone: 020 86884893
headteacher: Mrs Anne Pendry
360 pupils capacity: 67% full
120 boys 50%
120 girls 50%
Last updated: June 18, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 532644, Northing: 166268
- GPS coordinates
- Latitude: 51.38, Longitude: -0.095423
- Accepting pupils
- 7—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 8, 2012
- Archdiocese of Southwark
- Region › Const. › Ward
- London › Croydon Central › Fairfield
- Urban > 10k - less sparse
- Free school meals %
- St Mary's Catholic Infant School CR02AQ (228 pupils)
- 0.1 miles The Span Centre CR02AL
- 0.1 miles St Mary's Catholic High School CR92EE (711 pupils)
- 0.1 miles Selhurst Girls' High School CR92LY
- 0.3 miles Oval Primary School CR06BA
- 0.3 miles Croydon Primary Independent School CR06TG
- 0.3 miles Al-Khair School CR06BE (376 pupils)
- 0.3 miles ARK Oval Primary Academy CR06BA (512 pupils)
- 0.4 miles Croydon College CR91DX
- 0.4 miles Harris Invictus Academy Croydon CR02TB
- 0.5 miles Tunstall Nursery School CR06TY (111 pupils)
- 0.5 miles Broadmead Junior School CR02EA
- 0.5 miles Broadmead Nursery and Infant School CR02EA
- 0.5 miles St Anne's Independent PRU CR02HX
- 0.5 miles Segas House Primary School
- 0.5 miles Chestnut Park Primary School
- 0.6 miles Elmwood Junior School CR02PL (478 pupils)
- 0.6 miles Elmwood Infant School CR02PL (412 pupils)
- 0.6 miles New Life Christian School CR01XP (36 pupils)
- 0.6 miles Broadmead Primary School CR02EA (658 pupils)
- 0.6 miles Education and Youth Services Ltd (Croydon, Surrey) CR92NL
- 0.6 miles Broadmead Primary School CR02EA
- 0.7 miles Davidson Infant School CR06JA
- 0.7 miles Park Hill Junior School CR05NS (349 pupils)
|Inspection date(s)||8–9 February 2012|
St Mary’s Roman Catholic Junior School
|Unique reference number||101798|
|Inspection dates||8–9 February 2012|
|Lead inspector||John Worgan|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Junior|
|School category||Voluntary aided|
|Age range of pupils||7–11|
|Gender of pupils||Mixed|
|Nu mber of pupils on the school roll||271|
|Appropriate authority||The governing body|
|Date of previous school inspection||8–9 September 2008|
|School address||Sydenham Road|
|Telephone number||020 86884893|
|Fax number||020 86868061|
You can use Parent View to give Ofsted your opinion on your child’s school.
Ofsted will use the information parents and carers provide when deciding
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look for the link on the main Ofsted website: www.ofsted.gov.uk
|John Worgan||Additional inspector|
|Desmond Dunne||Additional inspector|
|Clare Gillies||Additional inspector|
This inspection was carried out with two days' notice. Eleven lessons were observed
and ten teachers were seen teaching. In addition, two phonics sessions (pupils
learning about letters and the sounds they make) were observed and inspectors
heard pupils read. Inspectors took account of the responses to the on-line
questionnaire (Parent View) in planning the inspection, observed the school’s work,
and looked at the school’s development plan and self-evaluation documents,
teachers’ records and planning and the school’s files of teaching observations.
Meetings were held with staff, pupils and representatives of the governing body.
Questionnaires from 113 parents and carers were taken into account, along with
those completed by pupils and staff.
Information about the school
St Mary's is a larger than average junior school. It is located in the centre of
Croydon. The main intake is from the adjacent infant school. The great majority of
pupils are from minority ethnic groups. Many pupils have English as an additional
language (EAL) and there are 173 children on the EAL register requiring varying
levels of support. Over half are at an early stage of acquiring English, and this is well
above the national average. The number of pupils with learning difficulties and
disabilities, including those with statements of special educational needs, is broadly
in line with the national average. The proportion of pupils who leave and join the
school other than at the start of the school year is well above the national average.
The school has the Active Mark and the Healthy Schools awards and meets the
current government floor standard.
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||1|
|Leadership and management||2|
- The school provides a good and improving standard of education.
- Achievement is good and an effective tracking system enables staff to monitor
pupils’ progress carefully. Pupils who need additional help are identified and
supported well. Although most pupils read well, some weaker readers have
difficulties when reading unfamiliar words and texts. The progress of pupils with
English as an additional language and those with special needs and disabilities is
good because of the high quality of the support which they receive.
- Teaching is good. In many lessons, teachers provide interesting and challenging
work with a variety of tasks which cater for a range of different learning styles.
There are still a few weaker areas of teaching; in these lessons, pupils are not
fully challenged and opportunities for independent learning are limited.
- Pupils’ behaviour is outstanding, both in classrooms and around the school.
They respond exceptionally well when given responsibility. The school is a
welcoming and secure place and pupils understand how to keep themselves
- Leadership and management are good, and the headteacher’s strong leadership
has a significant impact on the success of the school. The staff and the
governing body share an ethos in which raising attainment is paramount, with
pupils supported and challenged to achieve well. Middle leadership roles have
recently been reorganised and leaders are responding enthusiastically to their
responsibilities although they are not yet fully proficient in their roles.
- Relationships with parents and carers are strong. One parent stated: ‘The staff
are all helpful and any concerns are sorted out very well.’ The school website is
attractive and updated regularly, and parents and carers appreciated the quality
and frequency of the information which they received.
- The school values individuals and supports pupils so that they can achieve well.
The wide range of pupils’ cultures is celebrated and integrated into the
curriculum. Spiritual and moral values are successfully promoted through the
curriculum and through example by staff and older pupils.
What does the school need to do to improve further?
- Develop the role of middle leaders by:
− specific leadership training
− sharing good practice in planning good and outstanding lessons.
- Improve the teaching of reading, especially for the least able readers by:
− training staff in the teaching of systematic phonics
− ensuring that weaker readers have regular support in developing their
Achievement of pupils
Children join the school with attainment that is broadly in line with national
expectations for their age. Attainment at the end of Year 6 is above average. In
English, attainment has been significantly above the national average for the last
three years and tracking data and analysis of pupils’ work indicate that this high
standard will be sustained. In mathematics, attainment has improved and data for
the current Year 6 shows that pupils are on track to exceed the national average,
with girls’ progress improving but not yet matching boys’ at the higher levels. Pupils’
good progress and effective learning are clearly evident from work in their books.
They are proud of what they have achieved and discussed their progress
enthusiastically with inspectors. Year 6 pupils explained how their confidence in
mathematics has grown through the year. They showed how targets are set, and
explained how they have reached them then moved on to more challenging ones.
The attainment of pupils of most groups of minority ethnic heritage exceeds that of
their counterparts nationally. Black African pupils, a group which the school tracking
has identified as underachieving, have been monitored and supported and are now
making good progress. Pupils with disabilities and special educational needs are well
supported in accessing the curriculum, and their achievement is good, considering
their starting points. Teaching assistants support pupils with a range of needs well,
encouraging them to learn independently whenever possible. Pupils with English as
an additional language make exceptionally good progress because of the high quality
support they receive. One boy, who spoke no English when he came to the school,
read well to inspectors and spoke enthusiastically about his progress and the help
which he had received. Most pupils read well, but those whose reading assessments
showed that their reading age was below their chronological one, read less well and
had difficulty reading unfamiliar texts. Some were unable to apply phonics in
decoding new words ;this is because support for these pupils is not always as regular
or sharply focused as it should be. Pupils’ reading standards at the end of Year 6 are
good, although a small number still have difficulty in reading fluently.
The vast majority of parents and carers agree that their child is making good
progress and that the school is meeting their child’s particular needs.
Quality of teaching
Although there is a little satisfactory teaching, the large majority is good. Teachers’
expectations are high and pupils clearly enjoy their learning. In lessons where
teaching is typically good, pupils are challenged and encouraged to learn
independently and tasks are clearly tailored to pupils’ needs. In a Year 6 lesson,
pupils demonstrated sophisticated understanding of mathematical concepts, using
‘nets’ to help them calculate the area of 3D objects. As the lesson progressed and
tasks became more challenging, pupils moved independently between groups,
allowing the teacher to focus explanations at a level appropriate to pupils’
understanding. The best lessons engage pupils in active learning. In a good lesson,
pupils in Year 3 were enjoying a brisk tables game and then w ent on to show a
strong grasp of mathematical concepts when estimating the contents of containers in
millilitres, then testing their hypotheses by measurement. In most lessons seen,
pupils’ speaking and listening were good. Pupils are confident when speaking to an
audience and praise and encouragement re-enforces this.
In less successful lessons, pupils spend too long listening to the teacher and
opportunities for independent work are more limited. In some of these lessons, the
standard of pupils’ work showed that good teaching had previously taken place.
Curriculum planning is thorough. Good links between subjects emphasise cultural
themes well. Pupils have good opportunities to use their literacy and numeracy skills
across a range of subjects. For example, a mathematics lesson provided pupils with
the opportunity to solve a verbal problem in the context of a Victorian warehouse.
Opportunities to develop pupils’ spiritual, moral social and cultural development are
explored effectively in lessons. In many lessons, there are opportunities for pupils to
develop their social skills through pair and group work. The multicultural nature of
the school is celebrated through stimulating displays and through themes in the
The vast majority of parents and carers feel that their children are well taught and
that the school helps them to support their child’s learning, and inspection evidence
bears this out. Pupils say that teaching is good and they appreciate the help which
teachers give them in order to improve their work. Marking overall is thorough and,
in most classes and subjects, it gives clear guidance on the next step which pupils
need to take in order to improve their work.
Behaviour and safety of pupils
Behaviour is outstanding because pupils manage their own behaviour extremely well
and they willingly take on responsibilities in a variety of contexts. Year 3 pupils spoke
highly of the Year 6 pupils who act as ‘buddies’, helping with reading as well as
supervising in the playground. The school council is strong and has contributed to
the re-modelling of outside areas, which are pleasant and well zoned for different
activities. Pupils make a very strong contribution to assemblies and older children
help with lunchtime supervision. Exclusions, bullying and racist incidents are rare
and, when they have occurred, they have been dealt with appropriately and
effectively. Parents and carers spoke very highly of standards of behaviour in the
school. The vast majority agreed that behaviour is good and that their children feel
safe in school. Pupils report very little bullying and say that incidents of name-calling
and friendship upsets are dealt with sympathetically by staff.
A strong feature of the school is the behaviour management system which is well
understood by all. Sanctions rarely need to be applied and high standards of
behaviour are expected. Support staff particularly emphasised the consistency of
expectations and spoke enthusiastically about the way in which pupils with
behavioural difficulties had improved and were able to focus on their learning.
Behaviour observed in lessons was predominantly good and in several cases
outstanding, with many pupils actively supporting and encouraging each other’s
learning. Both younger and older pupils report that the school is friendly and
welcoming and new arrivals are well supported. Inspectors found the pupils
unfailingly courteous and polite, and discussions with adults, including governors and
others, confirmed that this was typical. All pupils say that they feel safe in school.
They behave safely, around the school and in class. They are well aware of e-safety
issues and know and understand how to keep themselves safe.
The school supports vulnerable pupils extremely well and parents and carers made a
point of praising the school for this, both in the parent questionnaires and in informal
discussions. Case studies confirm this and the school had supported well families
which had experienced major disruption during the civil unrest in the summer of
2011, which was focused in the area around the school. Attendance is above average
and improving. Most pupils are punctual in getting to school. All parents and carers
who completed questionnaires agreed that the school keeps their children safe and
that their children are well looked after, and inspection evidence supports their
Leadership and management
Leadership and management are good. The strong leadership of the headteacher is
appreciated by pupils, parents and carers. She leads by example and has ensured
that staff morale is high and that there is a clear focus on raising attainment. She is
proud of the school and has been successful in re-modelling the school, both inside
and out, so that learning takes place in a pleasant, stimulating environment. There is
a strong sense of teamwork and collective responsibility. Support staff feel valued;
one said: ‘we feel part of the school family.’ Policies are applied consistently by all.
The senior leadership team has been strengthened by the appointment of a deputy
headteacher who plays a key role, leading professional development and enabling
staff to plan and work together on initiatives such as the revised curriculum. Recent
staffing changes have been used as an opportunity to develop middle leadership
roles and staff have responded well to new areas of responsibility and appreciate the
need for training to improve and develop their management skills.
The governing body has appropriate expertise and provides effective and support
and challenge to the headteacher and staff. The school sets challenging targets, and
pupils’ progress towards them is monitored effectively, through a simple yet effective
tracking system. Data at a strategic level is managed and disseminated well by the
head teacher. Priorities are identified systematically and strategies put in place to
achieve them, which are shared by all the staff. Leaders and managers have
supported staff in improving teaching and raising achievement, for instance in
mathematics. This success, together with a strong past record of improvement based
on reflective self-evaluation, identifying clear priorities and taking effective action,
demonstrates strong capacity for further improvement.
The curriculum is good and is well managed, ensuring breadth and balance is
reflected in medium-term planning, in which all staff are involved. Spiritual, moral,
social and cultural development is promoted well. There is a strong spiritual ethos
which is evident in lessons and pupils’ attitudes, as well as in formal acts of worship.
Aspects of cultural education such as art are strong, as is multicultural awareness.
The school promotes equality well, through its inclusive ethos and curriculum, and
rare instances of discrimination have been dealt with effectively. Safeguarding
arrangements, including recruitment of staff and child protection policies, meet all
What inspection judgements mean
|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
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data 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.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning and development taking account of their
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Attendance the regular attendance of pupils at school and in
lessons, taking into account the school’s efforts to
encourage good attendance.
Behaviour how well pupils behave in lessons, with emphasis
on their attitude to learning. Pupils’ punctuality to
lessons and their conduct around the school.
Capacity to improve: the proven ability of the school to continue
improving based on its self-evaluation and 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 governors and 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.
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.
Safety how safe pupils are in school, including in lessons;
and their understanding of risks. Pupils’ freedom
from bullying and harassment. How well the school
promotes safety, for example e-learning.
10 February 2012
Inspection of St Mary’s Roman Catholic Primary School, Croydon CR0 2EW
Thank you for the warm welcome when we visited your school. We enjoyed talking
to you and took careful note of the positive comments which you and your parents
and carers made about the school.
We agree with you that your school is good, because the headteacher and the staff
care about you and help you to make good progress. Teachers plan interesting
lessons and give you enjoyable and exciting things to do. We were very impressed
by the way in which you enjoy learning and by the progress which you are making.
We liked the ways in which you respect one another and take on responsibility
willingly. You help each other to learn and to succeed and you respect and
appreciate the ways in which adults help you. This helps to make your school a
pleasant, safe and happy place.
To help your school to become even better, we have asked the headteacher and her
- help those of you who have difficulty in reading by using phonics to help you to
become more confident in reading new words and giving you regular support in
developing your reading skills
- work together to make teaching even better by planning interesting and varied
lessons which will enable all of you to reach the highest standard of which you
You can help with this by keeping up your high standards, aiming high and by
moving on to more challenging targets.
We wish you every success in the future.