|Name||Crofton Infant School|
|Address||Towncourt Lane, Petts Wood, Orpington, BR5 1EL|
|Religious Character||Does Not Apply|
|Number of Pupils||556 (51.3% boys 48.7% girls)|
|Number of Pupils per Teacher||23.4|
|Academy Sponsor||Connect Schools Academy Trust|
|Percentage Free School Meals||6.1%|
|Percentage English is Not First Language||14.9%|
|Pupils with SEN Support||2.3%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
The school is significantly larger than the average-sized primary school. The school converted to academy status as one of two schools in the Crofton Schools Academy Trust in September 2012. The school’s two Busy Bees classes provide 18 places for pupils with severe and complex needs.
A higher proportion of pupils than average have an education, health and care plan. The proportion of pupils eligible for support from the pupil premium, additional government funding for disadvantaged pupils, is lower than average. The proportion of pupils who speak English as an additional language is lower than average.
Summary of key findings for parents and pupils
This is an outstanding school The executive headteacher has successfully empowered leaders at all levels. They share her vision and determination for pupils at Crofton Infant School to receive a high-quality education. Leaders are relentless in their drive to maintain high standards and continually enhance the school’s provision.
Close monitoring of pupils’ performance ensures that action is taken promptly to address their changing needs. Pupils’ attainment has been significantly above average in recent years. They leave the school exceptionally well prepared to continue their learning in the junior school.
Pupils in the Busy Bees classes (provision for pupils with severe and complex needs) make outstanding progress from their starting points. Adults achieve an effective balance between establishing a nurturing and supportive environment, and challenging pupils to achieve all that they are capable of. Teaching is highly responsive to pupils’ needs.
Strong subject knowledge and questioning skills enable teachers to adapt their teaching to pupils’ understanding. Activities are well planned to ensure that pupils’ knowledge is secure, while providing sufficient challenge to support rapid progress. The level of care exhibited both by adults and pupils creates a community in which pupils feel safe.
Staff have a clear understanding of the arrangements in place to safeguard pupils and are well trained to notice, and respond to, any concerns. Pupils behave exceptionally well. Their attitudes to learning play a significant part in them attaining highly and in their readiness for the next stages of their education.
Children make outstanding progress in the early years. No time is wasted in engaging them in carefully selected activities which inspire and motivate them to learn. Parents are overwhelmingly supportive of the school’s work.
They value the support pupils receive to address their individual needs and appreciate the challenge which leads to them making rapid progress. The governing body and board of directors have a clear understanding of their roles. They provide well-judged support and challenge for leaders and have a clear strategy for the school’s future.