Cressey College


Name Cressey College
Website http://www.cresseycollege.co.uk
Ofsted Inspection Rating Good
Address Coombe Cliff, Coombe Road, Croydon, CR0 5SP
Phone Number 02086865840
Type Independent (special)
Age Range 5-19
Religious Character None
Gender Mixed
Number of Pupils 177 (74.6% boys 25.4% girls)
Local Authority Croydon
Percentage Free School Meals 0.0%
Pupils with SEN Support 0%
Catchment Area Indicator Available No
Last Distance Offered Available No

Information about this school

Cressey College is a multi-site special school for male and female pupils between the ages of five and 19 years who have social, emotional and mental health difficulties. All pupils have education, health and care plans for their social, emotional and mental health difficulties and other additional special educational needs, including autistic spectrum disorder. All pupils have a history of disrupted education. Pupils are placed at the school from 12 local authorities, the majority in London. Almost all pupils have challenging behaviours and benefit from intensive adult support. The school is based on five separate sites within the London Borough of Croydon. Three sites are age-specific, one is for pupils unable to work alongside other pupils and the last is for the sole use of older girls. There are also two off-site provisions. One is a full-time programme providing tailored pathways to employment, and the second is a part-time programme for those pupils who are currently unable to access full-time education. These placements are partly taught by school staff in the community, including in local libraries and music, leisure and equestrian centres. Pupils study for the rest of the timetable at local colleges. These include Capel Manor, Croydon, Carshalton, Kingston, and South Thames colleges. The school has expanded significantly since the last full inspection. Recently, the school has admitted a large number of primary-aged pupils. The school works closely with two local special schools, including shared training and professional development for staff. In September 2017, the school took over the management of a therapeutic school in Merton local authority. This is subject to a separate inspection. The school opened in January 2010. It received its last full inspection in November 2013, when the overall effectiveness of the school was judged to be good. There were two subsequent progress monitoring inspections. The school moved premises at the time of the last inspection in October 2017. At the last progress monitoring inspection, all of the independent school standards were judged to be met. Since the last inspection, the leadership team has grown. New appointments include a deputy headteacher, three heads of departments, three additional senior teachers and a steering group.

Summary of key findings for parents and pupils

This is a good school The impact of leaders’ work transforms pupils’ education and ultimately their life chances. They have made sure that all the independent school standards are met. Senior leaders work seamlessly across all five sites and the outreach provision to make sure that pupils overcome significant barriers to their learning. Teaching is good and sometimes outstanding, especially in key stages 3 and 4. Most groups of pupils make strong progress across the curriculum, including in English and mathematics. The school is outward-looking and works collaboratively with two local mainstream schools. It shares professional development opportunities, including observing best practice, with them. As a result, the quality of teaching continues to improve. Pupils benefit from intensive adult support. There is a careful balance of activities to make sure that each pupil experiences success and recognition for their work and effort. Pupils are nurtured and quickly gain confidence and trust with adults. They make huge strides in their social and emotional development. Pupils re-engage in their learning, develop positive attitudes to their work and are usually well behaved. The most able pupils in all key stages are not always given work which makes them think hard about their learning. Pupils’ progress is checked regularly. Nonetheless, the recording of primary-aged pupils’ achievement does not provide a comprehensive picture of pupils’ strengths and weaknesses. Some primary-aged pupils do not have good phonic knowledge. This slows their progress down in reading and writing. There are insufficient opportunities for younger pupils to write for a purpose. Students in the post-16 provision make the same good progress as pupils in key stages 3 and 4. They too make outstanding progress in their personal development. Compliance with regulatory requirements The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.