The Aerodrome School Closed - academy converter Nov. 30, 2012
phone: 020 *** ***
headed by: Mr Mark Elms
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Open date
- Sept. 1, 2010
- Close date
- Nov. 30, 2012
- Reason open
- Result of Amalgamation
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 531710, Northing: 164071
- GPS coordinates
- Latitude: 51.36, Longitude: -0.10965
- Accepting pupils
- 3—11 years old
- Ofsted last inspection
- July 3, 2012
- Region › Const. › Ward
- London › Croydon South › Waddon
- Urban > 10k - less sparse
- SEN priorities
- SLCN - Speech, language and Communication
- Special classes
- Has Special Classes
- Duppas Junior School CR04EJ
- Aerodrome Primary Academy CR04EJ (515 pupils)
- 0.3 miles Whitgift School CR26YT (1372 pupils)
- 0.3 miles St Giles School CR26DF (105 pupils)
- 0.4 miles Howard Primary School CR01DT (268 pupils)
- 0.4 miles Waddon Infant School CR04RG
- 0.5 miles Victoria House PRU CR04HA (13 pupils)
- 0.5 miles Regina Coeli Catholic Primary School CR26DF (410 pupils)
- 0.5 miles Haling Manor High School CR26DT
- 0.5 miles Harris Academy Purley CR26DT (1004 pupils)
- 0.6 miles Parish Church CofE Junior School CR04BH (419 pupils)
- 0.6 miles Parish Church CE Nursery and Infant School CR04BH (397 pupils)
- 0.6 miles St Andrew's CofE Voluntary Aided High School CR04BH (741 pupils)
- 0.6 miles Croydon Metropolitan College CR01DN (63 pupils)
- 0.6 miles Harris Primary Academy Haling Road CR26HS
- 0.6 miles Heathfield Academy
- 0.7 miles Moving On Pupil Referral Unit CR01QH (29 pupils)
- 0.8 miles The Coningsby Pupil Referral Unit CR01BQ (34 pupils)
- 0.8 miles Purley Oaks Primary School CR20PR (570 pupils)
- 0.8 miles Cumnor House School CR26DA (586 pupils)
- 0.8 miles Elmhurst School CR27DW (175 pupils)
- 0.8 miles Old Palace of John Whitgift School CR01AX (795 pupils)
- 0.8 miles St Elphege's RC Junior School SM69HY (257 pupils)
- 0.8 miles St Elphege's RC Infants' School SM69HY (289 pupils)
|Inspection date(s)||3–4 July 2012|
Aerodrome Primary School
|Unique reference number||135225|
|Inspection dates||3–4 July 2012|
|Lead inspector||Madeleine Gerard|
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||448|
|Appropriate authority||The governing body|
|Chair||Anne Marie Brown|
|Date of previous school inspection||Not previously inspected|
|School address||Goodwin Road|
|Telephone number||020 8688 4975|
|Fax number||020 8688 4975|
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
which schools to inspect and when.
You can also use Parent View to find out what other parents and carers think
about schools in England. You can visit www.parentview.ofsted.gov.uk, or
look for the link on the main Ofsted website: www.ofsted.gov.uk
|Madeleine Gerard||Additional Inspector|
|Terry Payne||Additional Inspector|
|Gillian Smith||Additional Inspector|
This inspection was carried out with two days' notice. The inspectors observed
teaching and learning in 28 lessons or parts of lessons taught by 17 teaching staff,
and held meetings with groups of pupils, staff and members of the governing body.
Inspectors took account of the responses to the online Parent View survey in
planning the inspection, observed the school’s work, looked at work in pupils’ books
and tracking data showing pupils’ attainment and progress. The school’s
development plans and records relating to safeguarding pupils were also seen. The
inspectors considered responses to questionnaires from staff, pupils and from 141
parents and carers.
Information about the school
This is a larger-than-average primary school. The proportion of disabled pupils and
those who have special educational needs supported by school action plus or with a
statement of special educational needs is below average. The school has a specially
resourced nursery provision for 12 disabled children and those who have special
educational needs aged three to four. The proportion of pupils known to be eligible
for free school meals is above average. The proportions of pupils with minority
ethnic heritage or who speak English as an additional language are above average.
The school meets the government’s current floor standards, which set the minimum
expectations for pupils’ attainment and progress.
The school opened in September 2010 in new premises following the amalgamation
of two schools. There have been a number of changes in teaching staff to the senior
leadership team and in the governing body since the school opened. The
headteacher joined the school in May 2011, initially in the role of head of school and
since April 2012 as headteacher. The school manages a breakfast club. The
children’s centre and the pupil referral unit which share the school site were not part
of this inspection.
|Achievement of pupils||2|
|Quality of teaching||2|
|Behaviour and safety of pupils||2|
|Leadership and management||2|
- This is a good school. It is not yet outstanding because not enough teaching is
outstanding and there is some variability in rates of pupils’ learning and
- Pupils achieve well. Children get off to a strong start in the Early Years
Foundation Stage. All groups of pupils, including disabled pupils and those who
have special educational needs, pupils who speak English as an additional
language and those known to be eligible for free school meals, make good
progress from their starting points. Attainment in English and mathematics at
the end of Year 6 is broadly average.
- Children in the specially resourced provision learn well. They benefit from
sessions with specialist staff tailored to their specific needs.
- Leaders have secured teaching that is usually good through systematic
monitoring and a well-selected programme of support and coaching for
teachers. Detailed planning uses information about pupils’ progress to set them
suitably challenging tasks to do. The specific contribution additional adults
make to pupils’ learning in lessons is not as consistently well planned in some
classes. Sometimes, opportunities for pupils to develop skills in working
independently are more limited.
- Pupils have positive and enthusiastic attitudes to learning. They work well
together in groups, behave well and are quick to respond when reminded by
staff about the behaviour that is expected. They have a good awareness of how
to keep themselves safe from harm, for example how to avoid unsafe situations
- Leaders have successfully managed performance by setting ambitious targets
for the school’s work and pupils’ academic outcomes. Strong links with other
local schools and the children’s centre have also contributed to securing the
good standard of education the school provides. The curriculum captures pupils’
interest and boosts their achievement in literacy and numeracy.
What does the school need to do to improve further?
- By July 2013, increase consistency in the rates of pupils’ learning and progress
further and make teaching outstanding by:
enabling pupils to practise a wide range of strategies for working
independently very regularly in lessons
making sure teachers’ planning consistently identifies specifically how
additional adults can support pupils’ learning in lessons.
Achievement of pupils
When this new school opened, attainment was below typical expectations in most
year groups. The school has been successful in a relatively short period of time in
securing good progress for pupils, including those known to be eligible for free
school meals. As a result they reach broadly average levels of attainment in English,
including in reading, and mathematics by the end of Year 6. In some classes the
rapid pace of pupils’ learning helps them to make outstanding progress but this is not
consistent. All groups of pupils, including pupils speaking English as an additional
language and those from minority ethnic backgrounds, achieve well. Children join the
school with levels of skills and capabilities that are below those expected for their
age. They make good progress in Nursery and Reception classes, particularly in
developing social skills and in literacy and numeracy. Progress for children in the
specially resourced provision is good because their needs are well met. Pupils in Key
Stage 1 make good progress in developing reading skills. Provisional results in
national reading screening in Year 1 are positive although attainment in reading at
the end of the Year 2 remains below average. Disabled pupils and those who have
special educational needs receive additional support carefully tailored to their
requirements, and do well. The responses to questionnaires for pupils and parents
and carers showed they feel positive about learning and progress in the school.
Inspection findings support this view.
Pupils enjoy the work they are set and work hard to complete tasks in the time they
are given. For example, in a mathematics lesson, older pupils listened very carefully
to the teacher’s explanations of time differences around the world. They worked
quickly together in groups to calculate the local time in different locations. They
enjoyed the additional challenge of solving word problems involving air travel across
different time zones, and working out arrival times. In a letters and sounds session
(phonics) in Key Stage 1, pupils keenly practised writing words using the new sounds
and spellings they had learned. Higher attaining pupils were eager to write sentences
using the new words they were learning to spell. Children in the specially resourced
provision were observed developing their social skills well. During group snack time
they were happy and settled as they copied the adults to ask for more fruit when
they had finished.
Quality of teaching
The school tracks the progress pupils make and analyses the information carefully.
All groups of pupils make good gains in their learning because teachers’ planning
uses this progress information well to match work to the range of abilities in classes.
For example, in a literacy lesson pupils were completing three very different
vocabulary tasks that were well selected to build on what they knew and could do
already. Specific planning for the contribution of additional adults in lessons to
ensure they consistently support pupils’ swift learning and progress is not always as
detailed. This means the part they play in helping pupils to make even faster gains in
their learning is sometimes limited. Regular pair and group work activities enable
pupils to discuss their ideas together and help them to develop collaborative working
skills. Occasionally, restricted opportunities for pupils to practise new skills during
whole-class teaching limits their confidence in tackling independent tasks.
Consequently, the pace of learning is not as consistently brisk.
The whole school practises reading every morning. In Years 1 and 2, daily phonics
sessions help pupils develop skills in reading and writing. Additional sessions outside
lessons for selected pupils, including disabled pupils, those who have special
educational needs and those speaking English as an additional language, help them
to develop literacy, numeracy and social skills, and catch up quickly. Written
feedback in pupils’ books, and individualised targets, are used well so that pupils
know what to do in order to improve their work. Teachers often set additional
personalised challenges for pupils to help them make even further progress, although
pupils do not always respond to these as consistently as they do towards their other
work. In the surveys, most parents, carers and pupils rightly agree that teaching is
Staff in the Early Years Foundation Stage create an environment where children
develop good personal and social skills and grow in confidence. There is a good
balance between adult-led tasks and opportunities for children to choose activities for
themselves. Children in a Reception class were observed practising writing their
names on their own initiative. Working with an adult, children made pizzas and
higher attaining children wrote shopping lists of the ingredients they needed to buy.
Higher attaining children in another Reception class were building swiftly on their
phonics skills by competing with one another to write as many five-letter words as
they could. Teaching and the curriculum in the specially resourced provision ensure
children receive the support they require for good quality learning. They also benefit
from spending time in the Nursery class with their peers. The breakfast club provides
a healthy and friendly start to the school day for the small number of pupils who
attend. Whole-school outings bring the community together to celebrate their
successes. The school’s five values are discussed regularly and promote pupils’ moral
development. Through celebrating Black History Month and the wider cultural
diversity within the school, for example during international week and the school’s
community carnival, pupils’ cultural awareness is fostered strongly. Pupils from
diverse backgrounds get along well together and treat one another’s cultures and
faiths with respect and consideration.
Behaviour and safety of pupils
The behaviour and safety of pupils are good. Most parents and carers in the survey
agree that their children feel safe at school and most pupils who completed the
survey confirm this. A small minority of parents and carers did not agree that
behaviour is good and a few felt that lessons are occasionally disrupted by bad
behaviour. The inspection found behaviour around the school and in lessons to be
typically good. Pupils’ positive behaviour makes a good contribution to their own
learning and they are typically keen to meet teachers’ high expectations of them.
Most parents and carers who expressed an opinion felt that bullying is dealt with
well, although a few did not agree. In the pupil survey, most pupils were confident
that the school deals well with any cases of bullying all or most of the time, as the
school’s records confirm. Pupils are aware of the various forms bullying can take
including name-calling and over-physical behaviour. They say that teachers and
lunchtime supervising staff take swift action to deal with any problems. They develop
a good awareness of keeping themselves safe from harm, including how to avoid
risks when using computers or when crossing the road. Attendance is broadly
average. The school works hard to make the importance of regular attendance
abundantly clear to the whole-school community.
Leadership and management
The headteacher, members of the governing body and staff work together as an
effective team. Through a shared determination to secure good quality provision and
set high expectations of what pupils can achieve since the school opened, leaders
have demonstrated strong capacity to secure further improvement. Leaders have
taken uncompromising action to deal with staffing and performance issues. Together
with rigorous monitoring, professional development and additional training for staff,
they have secured good teaching and pupils’ good achievement. Partnerships are
used successfully to enhance provision. Links with local schools are particularly
strong and support professional development. The curriculum is well planned to
ensure that pupils have engaging work and interesting projects to do. This makes
learning relevant to their interests and experiences. Careful planning helps pupils
practise literacy and numeracy across a wide variety of different curriculum subjects.
However, opportunities for pupils to develop skills and strategies to support their
learning during independent work are less consistently well developed.
Some initiatives have only recently been introduced and have not had time to show
their impact on securing more outstanding teaching and improving pupils’
achievement further. The promotion of pupils’ spiritual, moral, social and cultural
development is good. Close working with the children’s centre provides additional
support and guidance for pupils and their families. The school tackles discrimination
and promotes equality well. Pupils are known well as individuals and rates of learning
and progress are equally good for all groups of pupils. Arrangements for
safeguarding pupils meet statutory requirements. The site is secure and very well
maintained. Staff have received up-to-date training and are well aware of
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 to 31 December 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.
Floor standards: the national minimum expectation of attainment
and progression measures.
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.
5 July 2012
Inspection of Aerodrome Primary School, Croydon CR0 4EJ
Thank you for your friendly welcome and for helping the inspectors when we visited
your school recently. We enjoyed talking to you and hearing what you had to say.
This letter tells you about the judgements that we reached during our visit.
Aerodrome Primary is a good school. You behave well and are enthusiastic to learn.
You know how to keep yourselves safe from harm and those of you who completed
the survey told us that you feel safe at school. You are well taught and make good
progress in your reading, writing and mathematics skills. You told us in the survey
that you usually learn a lot in lessons. By the time you leave the school at the end of
Year 6, you reach similar standards to other pupils nationally. Those of you who
need additional help are well supported by the adults so that you make good
To help you do even better, we want the school to make sure that you have plenty
of opportunities to develop your skills in working on your own. We have also asked
that the teachers plan even more carefully how the additional adults can support you
further in your learning in lessons. All of you can help by continuing to work hard.
Finally, I would like to thank you again and wish you well in the future.