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Wolsey Junior School Closed - for academy Oct. 31, 2013

see new Wolsey Junior Academy

Wolsey Junior School
King Henry's Drive
New Addington
Croydon
Surrey
CR00PH

01689 *** ***

Executive Headteacher: Mr Paul Glover

Website: www.wolseyjunior.org

School holidays for Wolsey Junior School via Croydon council

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Primary — Community School

URN
101747
Education phase
Primary
Establishment type
Community School
Establishment #
2052
Close date
Oct. 31, 2013
Reason closed
For Academy
OSGB coordinates
Easting: 538423, Northing: 162936
GPS coordinates
Latitude: 51.349, Longitude: -0.013733
Accepting pupils
7—11 years old
Ofsted last inspection
Jan. 10, 2013
Region › Const. › Ward
London › Croydon Central › Fieldway
Area
Urban > 10k - less sparse

Rooms & flats to rent in Croydon

Schools nearby

  1. Wolsey Infant School CR00PA (380 pupils)
  2. Wolsey Junior Academy CR00PH (345 pupils)
  3. 0.4 miles Good Shepherd Catholic Primary School CR00RG (222 pupils)
  4. 0.4 miles Castle Hill Junior School CR00RJ
  5. 0.4 miles Castle Hill Infant School CR00RJ
  6. 0.5 miles Rowdown Junior School CR00EG
  7. 0.5 miles Rowdown Infants' School CR00EG
  8. 0.5 miles Castle Hill Primary School CR00RJ
  9. 0.5 miles Rowdown Primary School CR00EG (341 pupils)
  10. 0.5 miles Castle Hill Academy CR00RJ (463 pupils)
  11. 0.5 miles Rowdown Primary School CR00EG
  12. 0.7 miles Applegarth School CR09DL
  13. 0.7 miles Applegarth Junior School CR09DL
  14. 0.7 miles Little David's School CR09AZ
  15. 0.7 miles Applegarth Academy CR09DL (390 pupils)
  16. 1.1 mile All Saints Catholic School BR49HN
  17. 1.1 mile Forestdale Primary School CR09JE (249 pupils)
  18. 1.1 mile Courtwood Primary School CR09HX (204 pupils)
  19. 1.1 mile Fairchildes Primary School CR00AH (528 pupils)
  20. 1.1 mile Fairchildes Primary School CR00AH
  21. 1.2 mile Addington High School CR00AH
  22. 1.2 mile Cotelands PRU Co John Ruskin College CR28JJ (80 pupils)
  23. 1.2 mile Wickham Court School BR49HW (88 pupils)
  24. 1.2 mile Addington High School CR00AH (700 pupils)

List of schools in Croydon

Ofsted report transcript

27 September 2013

Mr Paul Glover

Executive Headteacher
Wolsey Junior School
King Henry's Drive
New Addington
Croydon
CR0 0PH
Dear Mr Glover

Special measures monitoring inspection of Wolsey Junior School

Following my visit with Teresa Davies, Additional Inspector, to your school on

25−26 September 2013, I write on behalf of Her Majesty’s Chief Inspector of

Education, Children’s Services and Skills to confirm the inspection findings. Thank

you for the help you gave during the inspection and for the time you made available
to discuss the actions which have been taken since the school’s previous monitoring
inspection.
The inspection was the second monitoring inspection since the school became
subject to special measures following the inspection which took place in January

2013. The full list of the areas for improvement which were identified during that

inspection is set out in the annex to this letter. The monitoring inspection report is
attached.
Having considered all the evidence I am of the opinion that at this time:

The school is making reasonable progress towards the removal of special measures.

The school may not appoint newly qualified teachers before the next monitoring
inspection.
This letter and monitoring inspection report will be published on the Ofsted website.

I am copying this letter and the monitoring inspection report to the Secretary of

State, the Chair of the Governing Body and the Director of Children’s Services for

Croydon.

Tribal
1–4 Portland Square
Bristol
BS2 8RR
T 0300 123 1231
Text Phone: 0161 6188524
enquiries@ofsted.gov.uk
www.ofsted.gov.uk
Direct T 0117 311 5323
Direct email:suzy.smith@tribalgroup.com

Yours sincerely
Kekshan Salaria

Her Majesty’s Inspector

Annex

The areas for improvement identified during the inspection which took place in
January 2013

  • Improve the quality of teaching so that it is consistently good or better by making sure that:
    - teachers have higher expectations of what pupils can achieve
    - activities are carefully matched to pupils’ individual needs so that they are always challenging
    and require active learning, rather than routine copying of information
    - teachers’ marking consistently gives good guidance for pupils’ next steps in learning, including
    on how to organise their writing
    - teachers expect pupils to give detailed responses to their questions
    - teachers help pupils to develop consistently positive attitudes to learning.
  • Make sure pupils make faster progress in mathematics by:
    - giving pupils more opportunities to develop their mathematical understanding in different
    subjects and to apply their skills to meaningful, real-life problems
    - developing pupils’ understanding through the use of practical resources.
  • Improve leadership and management by:
    - implementing more rigorous systems to check on the quality of teaching
    - strengthening the contribution of subject leaders to improving teaching and learning.
     Develop the skills of the governing body, especially in understanding information about pupils’
    attainment and progress and the quality of teaching, so that it can hold school leaders more
    effectively to account for the impact of their work. An external review of governance should be
    undertaken in order to assess how this aspect of leadership and management may be improved.
    Report on the second monitoring inspection on 25−26 September 2013
    Evidence
    Inspectors observed the school’s work, scrutinised documents and met with the
    executive headteacher, senior leaders, the Chair of the Governing Body, a
    representative from the local authority, staff, and parents. In addition, inspectors
    had informal conversations with pupils in classes and around the school.
    Context
    Since the previous monitoring inspection, the governing body entered into a
    partnership with the STEP Academy Trust (Striving Together for Excellence in
    Partnership). A memorandum of understanding has been signed by both the
    governing body and the STEP board of directors. The formal partnership started on
    1st September 2013. The school will become a sponsored academy, opening as
    Wolsey Junior Academy on 1 November 2013.
    The substantive headteacher, deputy headteacher and all but two teachers decided
    to leave the school at the end of the summer term. As part of the support from
    STEP, a new leadership team started at the school at the beginning of this term,
    consisting of an executive headteacher, based at Wolsey full time, head of school,
    deputy and assistant headteacher, along with phase leaders and subject co-
    ordinators. Additionally, several members of the governing body resigned at the end
    of the summer term. Currently, the governing body is fully constituted.
    Achievement of pupils at the school
    Pupils’ attainment has not improved and remains very low, particularly in writing.
    The unvalidated results from the 2013 national tests and assessments show that
    only 41% of pupils attained the expected level for their age in English and
    mathematics. This is well below the government’s current floor standard, which sets
    the national minimum expectations for pupils’ attainment and progress in English
    and mathematics. Relatively few pupils reached the higher Level 5. The majority of
    pupils made inadequate progress.
    The new senior leadership team has recently conducted a series of tests and
    assessments in English and mathematics for all pupils. Results highlight marked
    differences in pupils’ progress and attainment in different year groups and between
    subjects. The results from these tests has led to a set of information that the school
    is planning to use as a baseline to set targets. Additionally, monitoring and tracking
    systems have been introduced to identify pupils who are not making the expected
    progress so that intervention and support can be targeted as early as possible.
    Teachers are at an early stage of development in using these systems. In lessons
    observed, pupils are beginning to make better progress in their learning. They enjoy
    their learning and remain focused on their work, even in lessons that move at a
    slower pace or are less inspiring. They respond especially well to the increasing use
    of talk-partners and group work during activities which enable them to explain their
    answers to each other.
    The quality of teaching
    Teachers are working hard to implement a wide range of changes rapidly. There is a
    willingness to change practice, accept advice and improve provision. There are
    common strengths in the teaching: opportunities for pupils to engage in some
    practical and investigative activities and time in lessons for them to work
    collaboratively and talk about their work. Teachers have good relationships with the
    pupils in their classes, typically making good use of resources, often using humour to
    create a positive, friendly classroom atmosphere. However, while most teachers
    provide pupils with clear instructions, these sometimes focus pupils more on
    activities than on knowledge and skills. Some teachers accept answers from pupils
    that are too brief, without asking them to explain the reasons for their answers. Key
    words are displayed in classrooms which highlight specific vocabulary, for example in
    mathematics. However, these are not used routinely enough by pupils and many
    struggle to use the correct spelling of key words confidently. In the least effective
    lessons, expectations of what pupils can achieve are too low and often with too
    much teacher talk, which impedes the rate at which lessons proceed. Teachers mark
    pupils’ work consistently well celebrating pupils’ achievement and identifying the
    next steps in learning. Pupils say they appreciate teachers’ helpful comments in their
    books, especially about how they can improve further.
    The effectiveness of the support provided by additional adults is variable.
    Sometimes, they intervene immediately, denying pupils the opportunity to try for
    themselves or work with other pupils to solve problems jointly. This particularly
    affects those pupils at the early stage of learning English as an additional language
    or those who are disabled or who have special educational needs.
    Behaviour and safety of pupils
    Pupils report that they are much happier in school. They have an increased sense of
    pride in their work and the school. They recognise the changes taking place and are
    happy about them. This is because the new senior leadership team has worked hard
    and successfully to develop systems for behaviour management which are strongly
    focused on supporting effective learning. In discussion with pupils, it was clear that
    they have ‘bought in’ to the new school behaviour system and understand the
    impact of any poor behaviour. Behaviour is managed well and consistently and
    parents and carers are kept informed about developments. The atmosphere in the
    school, on this visit, was calm and friendly. This is partly due to the cleaning,
    redecoration and part refurbishment of the school which took place over the summer
    months and the pupils’ highly positive reaction to their improved surroundings.
    In lessons, pupils are supportive of each other and work happily together in small
    groups and pairs. Around the school, they consistently show each other and adults
    consideration and respect. The warm and trusting relationships that pervade the
    school community are an important factor in pupils’ sense of belonging and
    enjoyment of learning.
    Attendance is monitored rigorously and frequently. Regular meetings with the school
    attendance officer about pupils whose attendance is of concern, lead to involvement
    with parents and carers. Consequently, attendance remains high.
    The quality of leadership in and management of the school
    The executive headteacher and the head of school have had a dramatic impact on
    the school, in a very short period of time. They are highly respected by parents,
    carers, pupils, staff and the local authority and have the confidence of all. Clear and
    unambiguous guidance to staff about classrooms, policies and practice have been
    issued. The action planning is clear and sharp. There is a sense of urgency and
    speed about the work being undertaken. Staff morale appears to be good and the
    senior leaders are addressing each of the key areas for improvement determinedly.
    The effective mentoring and partnership work with local schools are exposing
    teachers to good practice and helping the school to validate its judgements. Work to
    strengthen the leadership skills and roles of other leaders, including subject leaders,
    has begun. There are appropriate plans in place to build their capacity.
    The Chair of the Governing Body is committed to the school’s success but does not
    have a good grasp of what governing a school in special measures requires.
    Scrutiny of the available minutes of governing body meetings, since the school was
    placed in special measures, shows little focus on the areas for improvement
    identified by Ofsted, or the progress the school is making in tackling them. Members
    of the governing body have had no responsibility for leading on specific aspects of
    the key areas for improvement or being involved in the recruitment of staff. The
    governing body has recruited additional expertise and has arranged training.
    External support
    The quality of support provided by the local authority since the school was placed in
    special measures has not had sufficient impact on improving outcomes for pupils.
    The local authority provided a range of support strategies to enable the school to
    make the expected progress against the issues identified in the report, during the
    summer term. However, the impact of these strategies has been limited; the local
    authority has not been sufficiently vigilant in checking and validating the progress of
    the school since the school was placed in special measures. For example, the vast
    differences in the predictions for the 2013 Year 6 attainment and in year school
    information and the results pupils achieved. The local authority have agreed to
    support the development of teaching and learning across the school, with a
    particular focus on Year 6
    Further well-directed support is being provided by the STEP trust, including the
    secondment of staff.

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