|Name||Elmwood Junior School|
|Ofsted Inspection Rating||Good|
|Address||Lodge Road, Croydon, CR0 2PL|
|Religious Character||Does Not Apply|
|Number of Pupils||477 (46.1% boys 53.9% girls)|
|Number of Pupils per Teacher||20.5|
|Percentage Free School Meals||29.8%|
|Percentage English is Not First Language||69.8%|
|Pupils with SEN Support||10.4%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (04 July 2013)
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Information about this school
Elmwood Junior School is four-form entry and much larger than the average-sized junior school. Most pupils join the school from the infant school that shares the same site. The proportion of pupils eligible for support from the pupil premium (extra money provided for children who are looked after by the local authority, children of service families and pupils known to be eligible for free school meals) is above the national average. There are no children from service families currently on roll. An overwhelming majority of pupils are of minority ethnic heritage with those from Indian, Pakistani, other Asian, African and Caribbean heritages forming the most sizeable groups. More pupils speak English as an additional language than the national average although few are at an early stage of acquiring the language. The proportion of disabled pupils and those with special educational needs supported at school action is above the national average. The proportion of pupils supported through a statement of special educational needs or at school action plus is also above the national average. The school meets the current floor standards, which are the minimum standards for attainment and progress expected by the government. The school does not provide access to any alternative or specialist provision.
Summary of key findings for parents and pupils
This is a good school. Rigorous teacher assessment shows that increasing proportions of pupils are making faster progress in all year groups and achieving better scores than previously. In recent years pupils have attained above-average levels in English and mathematics by the age of 11 because of good teaching. When attainment and progress dipped for some groups last year, the response was rapid and effective. The teaching of reading was overhauled and achievement has improved. Teaching over time is good because most activities are carefully planned to meet pupils’ needs. Their work is regularly marked, and pupils use a system of self-assessment in writing across all subjects that motivates them to make faster progress. The headteacher and her leadership team understand what needs to be done to further improve the school. Their priorities include reviewing the ways in which mathematics is taught. Governors make sure that they are well informed, focus on learning, and are prepared to challenge as well as support school leaders. Pupils speak very positively about their school, behave well in class and are keen to achieve. Pupils’ involvement in many creative, sporting and social activities promotes respectful treatment of adults and each other. The curriculum offers carefully planned links between literacy and other subjects. As a result, pupils read purposefully across a range of topics and, for example, write well-structured responses in science and humanities as well as in English lessons. It is not yet an outstanding school because : Teaching is not yet outstanding because : pupils are not always asked questions that check their understanding, nor given tasks that help them to make rapid progress. Marking is thorough, but pupils do not always understand how to improve, especially in mathematics, because their next steps are not always precisely enough described. Senior leaders check the impact of teaching on pupils’ progress carefully, but middle leaders are not yet fully involved in this process and as a result some inconsistencies in teaching remain.