|Ofsted Inspection Rating||Good|
|Address||Gonville Road, Thornton Heath, CR7 6DL|
|Religious Character||Does Not Apply|
|Number of Pupils||518 (49.8% boys 50.2% girls)|
|Number of Pupils per Teacher||15.7|
|Academy Sponsor||Step Academy Trust|
|Percentage Free School Meals||17.1%|
|Percentage English is Not First Language||59.1%|
|Pupils with SEN Support||6.5%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (25 June 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 the school
In May 2011, Gonville Primary School became Gonville Academy. It is led by the headteacher who is also executive headteacher of one other school in the Striving Together for Excellence Partnership, and supports a third. The governing body now also manages after-school provision as well as a breakfast club. Gonville Academy is larger than the average primary school. The proportion of pupils known to be eligible for free school meals is higher than the national average. The majority of pupils are of minority ethnic backgrounds; the largest groups are of Caribbean, African or Pakistani heritage. Approximately half of all pupils speak English as an additional language. The proportion of pupils receiving support at school action plus or with a statement of special educational needs is below the national average. The academy has achieved a range of quality marks and awards including accreditation by Investors In People, Healthy Schools, and UNICEF (as a Rights Respecting School), and for inclusion, information and communication technology, and basic skills. It has the Activemark, Bronze Art Mark, holds the International Schools Award, and is a Fronter Champion School. The academy meets the government’s current floor standards, which set the minimum expectations for attainment and progress. During the time of inspection, the academy was having an arts week.
This is a good school. The development of reading is a key strength, and the focus on writing and introduction of a new curriculum are having a good impact on progress. The Early Years Foundation Stage has seen significant improvement and is now good. The academy is not yet outstanding because in some lessons pupils’ misconceptions are not always addressed rapidly and questioning does not always extend learning. Achievement is good. From low starting points, children in the Early Years Foundation Stage make a very quick start to developing their skills in language, communication and numeracy. Progress is good throughout Years 1–6. The quality of teaching is good. Lessons are carefully planned to match the needs of pupils. Concise and effective marking gives pupils clarity about how to improve their work. They are given time to act on marking but this is better in English than in mathematics. The best teaching engages, inspires and motivates pupils to give of their best. Teachers and support staff work effectively together. Where, occasionally, explanations are not clear, the pace of learning is slower. The ‘Rights Respecting School’ ethos runs strongly through the academy, resulting in outstanding behaviour which underpins the pace and enjoyment of learning in lessons. Pupils have a very positive attitude to learning, are polite, thoughtful and take their responsibilities seriously. They feel safe and valued. Attendance is above average. Leadership of teaching and management of performance are good. Leaders and managers, including governors, have high expectations and an uncompromising insistence on quality. The school is moving in the right direction but outstanding teaching is not yet consistently in place. Honesty and consistency of approach underpin the drive for getting the best for all children and bring about improvements that benefit pupils. The new curriculum is providing good opportunities for pupils to make gains in their learning, most notably in English and their spiritual, moral, social and cultural development.