|Name||Forestdale Primary School|
|Ofsted Inspection Rating||Good|
|Address||Pixton Way, Croydon, CR0 9JE|
|Religious Character||Does Not Apply|
|Number of Pupils||402 (49.5% boys 50.5% girls)|
|Number of Pupils per Teacher||20.5|
|Percentage Free School Meals||13.2%|
|Percentage English is Not First Language||22.7%|
|Pupils with SEN Support||11.7%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (20 November 2012)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
Forestdale is an average-sized primary school. The school serves a very diverse community. Almost half the pupils come from minority ethnic backgrounds. Most pupils speak English as their first language. The proportion of pupils known to be eligible for extra government funding (the pupil premium) is broadly average. The proportion of disabled pupils and those with special educational needs supported at school action is slightly below the national average, but the proportion of pupils supported at school action plus or with a statement of special educational needs is well above average. The school meets the government’s current floor standards which set the minimum expectations for pupils’ attainment and progress. The school regularly receives visits from headteachers who want to see Forestdale’s staff coaching programme (STAR) in action. The headteacher took up her post at the start of the autumn term 2012. She was previously the deputy headteacher of the school. A new Reception class has been established to respond to the local need for additional school places for four year olds. The children started school after the autumn half term. There is a private nursery on the school site. This is not managed by the governing body and was not visited as part of this inspection.
Summary of key findings for parents and pupils
This is a good school. The new headteacher has a clear understanding of the school’s strengths and weaknesses and has already begun to make improvements. She has very effective support from the three assistant headteachers and they work together as a strong team. Pupils do well in reading, writing and mathematics regardless of their academic ability or starting points. Teaching is generally good and occasionally outstanding. Teachers plan activities in lessons that meet pupils’ needs and that they enjoy. Teaching assistants provide high-quality support to those pupils who need additional help. The school provides well for the training needs of staff and this is helping to improve teaching. The governing body is very involved in the work of the school and holds school leaders to account effectively. Behaviour is good in lessons and pupils move around the school sensibly. Pupils say they feel safe in school and that any form of bullying is dealt with promptly. Pupils come to school regularly and on time. It is not yet an outstanding school because : The proportion of teaching that is outstanding is small. There is some variability in the quality of teaching in different subjects.