|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||19 June 2018|
|Address||Bridle Road, Shirley, Croydon, Surrey, CR0 8HQ|
|Religious Character||Does not apply|
|Number of Pupils||290 (49% boys 51% girls)|
|Number of Pupils per Teacher||17.2|
|Academy Sponsor||Inspire Partnership Academy Trust|
|Percentage Free School Meals||49.5%|
|Percentage English is Not First Language||45.2%|
|Pupils with SEN Support||6.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
Forest Academy is an average-sized primary school. The number of pupils in each year group varies considerably across the school. Typically, there are two classes in each year group. The school can accommodate up to three forms of entry in each year group. The proportion of disadvantaged pupils is high compared to the national average. The proportion of pupils who have SEN and/or disabilities is below that found in other schools. The school is part of The Synaptic Trust. Governance is provided through a board of trustees and a local governing body. A new headteacher took up post in September 2017. The school meets the current government’s floor standards, which set the minimum expectations for pupils’ progress and attainment by the end of Year 6.
Summary of key findings for parents and pupils
This is a school that requires improvement Pupils’ outcomes and the quality of teaching are not consistently strong across year groups and subjects in key stage 2. Leaders’ actions are securing improvements. However, these are not embedded. Teaching requires improvement. Weak teaching in the past means that some pupils have gaps in their learning, particularly in mathematics. Teaching across key stage 2 has not enabled pupils to reach their potential. Over time, teaching has not catered sufficiently well to the needs of different groups of pupils. Although diminishing, differences persist in the outcomes of boys and girls. In the 2016 and 2017 key stage 2 reading and mathematics assessments, Year 6 pupils made much less progress compared to the national average. The progress of boys and disadvantaged pupils was also well below national figures. Teaching does not expect enough from the most able pupils. In the 2017 key stage 1 and 2 statutory assessments, too few pupils attained the highest standards, particularly in reading and mathematics. Similarly, very few children exceed the age-expected standard by the end of the Reception Year, compared to other schools. The school has the following strengths The new headteacher has wasted no time in raising aspirations. He has the full backing of the school community. Leaders’ actions to improve teaching and raise standards are well targeted. Pupils in key stage 2 are making stronger progress than they have done in the past. They are starting to catch up in their learning. Effective teaching in key stage 1 promotes good gains in pupils’ learning. Pupils’ attainment is strong, including in phonics. Pupils behave well and attend school regularly. The curriculum makes strong provision for pupils’ spiritual, moral, social and cultural development. Pupils are kind, reflective and considerate. Leaders and staff go to great lengths to promote pupils’ well-being. Pupils feel safe, well cared for and enjoy learning. As one pupil said: ‘I can’t say what I like best about Forest Academy because I like everything.’ The early years is well led. Leaders and staff ensure that children typically make good progress and are well prepared for Year 1.