Applegarth Academy


Name Applegarth Academy
Website http://www.applegarth-academy.croydon.sch.uk/
Ofsted Inspection Rating Good
Address Bygrove Fieldway, New Addington, Croydon, CR0 9DL
Phone Number 01689841528
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 460 (47.6% boys 52.4% girls)
Number of Pupils per Teacher 15.5
Academy Sponsor Step Academy Trust
Local Authority Croydon
Percentage Free School Meals 42.7%
Percentage English is Not First Language 32.8%
Persisitent Absence 7.1%
Pupils with SEN Support 14.6%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (19 March 2015)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Information about this school

The separate junior and infant predecessor schools joined together and converted to become Applegarth Academy on 1 April 2013. When the junior part of the academy, Applegarth Junior School, was last inspected by Ofsted in June 2012 it was judged to be good overall. Prior to this it had been in special measures. Applegarth Infant School was inspected in September 2009 and was judged to be satisfactory overall. The current headteacher was appointed to lead the academy in September 2013, having been interim headteacher in the infant school for the summer term of 2012. The academy is a member of the Striving Together for Excellence in Partnership (STEP) Academy Trust, which was set up in May 2011. Prior to converting the junior and infant schools into its group, it had a memorandum of understanding with the governors of the junior school to support the school during its time in special measures. This is a larger-than-average-sized primary school. The early years is made up of a Nursery, which most children attend part time, and two Reception classes, which pupils attend full time. There are two classes in each of the remaining year groups. The proportion of pupils from minority ethnic groups and those for whom English is spoken as an additional language is twice the national average. The proportion of disabled pupils and those with special educational needs is well above the national average. The number of pupils with education or health care plans is high. The proportion of disadvantaged pupils eligible for the pupil premium is over twice the national average. This is additional funding for pupils known to be eligible for free school meals and looked after children. The school took over the Croydon Speech and Language Centre, now called the school’s Enhanced Learning Provision (ELP), in 2013. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics at the end of Year 6. Over 30% of pupils in Year 6 joined the school at times other than in Reception. This group of pupils have experienced six different leadership teams as they have moved through the school. The school runs a daily breakfast and after-school club managed by the governing body.

Summary of key findings for parents and pupils

This is a good school Applegarth Academy is a good school which has improved because of the strong and focused leadership of the headteacher and deputy. The governing body, the STEP academy trust and the local authority have provided good levels of support for the leadership team. This has had a positive effect on improving pupils’ achievement and the quality of teaching. Governors monitor all aspects of the school’s work and rigorously hold staff to account. They know how effective teaching is and how well pupils are doing. The enhanced learning provision is a strength of the school. Pupils make excellent progress here because of the high-quality provision and excellent leadership. The achievement of current learners is good. By the end of Key Stage 2 pupils are now well prepared for the next stage of their education. Children in the early years make good progress because of consistently good teaching. The quality of teaching overall is good, with some examples of outstanding learning. Leaders track pupils’ progress effectively and put in place interventions to ensure any underachievement is quickly reversed. Behaviour in lessons is nearly always good and sometimes exemplary. Pupils have a very positive attitude to their lessons. Strong relationships between all members of the school community provide the foundations for this. Pupils say they feel very safe in school and do not believe that there is an issue in the school with any form of bullying. Pupils’ spiritual, moral, social and cultural development is good. It is not yet an outstanding school because : Too few pupils in Key Stage 1 attain standards above those expected for their age. The curriculum is fairly narrow and does not broaden pupils’ knowledge and understanding of subjects other than English and mathematics.