Crampton Primary

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About Crampton Primary

Name Crampton Primary
Ofsted Inspections
Headteacher Miss Marian Kennedy
Address Iliffe Street, Walworth, London, SE17 3LE
Phone Number 02077352219
Phase Primary
Type Community school
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 205
Local Authority Southwark
Highlights from Latest Inspection

What is it like to attend this school?

The school is a nurturing learning community where pupils thrive. It is ambitious for every pupil to experience success. Pupils value the importance of education.

They take pride in their learning. Pupils are curious about the world around them and ask intriguing questions. They are happy and safe.

Pupils, including children in early years, behave exceptionally well. Teachers equip pupils with the learning behaviours to help them succeed. Pupils quickly learn the skills they need to be ready for the next stage in their education.

Pupils demonstrate high levels of kindness towards one another. They have a deep appreciation of, and respect for, the difference b...etween people.

The exceptional education that the school provides is supported by a wide range of carefully considered enrichment opportunities.

Pupils enjoy visits to galleries, museums and other places of interest. Many pupils take part in after-school clubs that include sports and performing arts. From the moment they start, pupils learn what it means to be active and responsible citizens.

They relish the opportunity to take on positions of leadership and responsibility, such as pupil 'collaborators'. They act successfully to bring about improvements within the school environment. For example, pupils campaigned to update the school menu.

What does the school do well and what does it need to do better?

Leaders and those responsible for governance are unwavering in their commitment to providing the best possible education for their pupils. They create an environment where every pupil receives the pastoral support they need to flourish. This begins from the moment children start in the Reception.

The school is swift in identifying pupils' needs. Leaders are forensic in unpicking the barriers to children's readiness for learning. Adults understand the needs when working with pupils with special educational needs and/or disabilities.

They show care and ambition for all.

The school has developed an ambitious curriculum that encourages pupils to be aspirational. It is carefully planned and identifies the essential knowledge and skills pupils need to understand and remember.

Teachers provide highly effective learning experiences that help to deepen pupils' knowledge of key concepts and vocabulary. They expertly deliver lessons that capture and challenge pupils' interest and imagination.

Teachers systematically check what pupils have learned and can do.

They address any misconceptions quickly. This helps pupils to build a comprehensive body of knowledge over time. For example, in art, pupils learn about different artists' work.

They used various techniques in exploring and creating their own art projects. Teachers revisit different numerical calculations and methods with precision. This enables pupils to become confident mathematicians.

The most recent published outcomes show that all pupils achieve extremely well, particularly in reading, writing and mathematics.The school is ambitious that every pupil will become a fluent reader. Children begin their reading journey from the start of Reception.

Staff deliver phonics lessons expertly. They are quick to intervene and assist any pupil at risk of falling behind in learning the phonic sounds they need to know. Pupils become confident and fluent readers.

Pupils enjoy reading to adults and taking books home regularly. They use their knowledge of different stories when discussing different features of a text, including key characters and events.

Pupils display consistently positive attitudes to learning.

They are highly motivated and work hard. Pupils are keen to participate in discussions and share their ideas. Teachers encourage pupils to think deeply and critically.

Leaders work with parents to promote good attendance. They track individuals closely and provide support where there are any concerns.

The curriculum for personal, social and health education is sequenced with care.

Leaders are passionate about enriching pupils' experiences. Pupils have ample opportunities to showcase their talents, for instance through performances, dance festivals, international evenings and sports events. Pupils make a tangible contribution to the promotion of the school's values.

They understand the importance of being patient and showing empathy to all. Pupils know that everything taught at Crampton is to be transferred beyond the school to make for a better community. Children in the early years make choices confidently.

They select their own resources when playing independently or with their peers. Pupils are well prepared for the next stage of learning and for life in modern Britain.

Staff benefit from many opportunities to develop their knowledge and expertise.

They are proud to work as part of the diverse community where differences and achievements are celebrated. The collaborative approach to subject leadership helps staff to manage workload. Those responsible for governance are highly skilled and knowledgeable.

They visit the school regularly and know the school very well. Parents and carers are overwhelmingly positive about the school.


The arrangements for safeguarding are effective.

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