Marden Lodge Primary School and Nursery

About Marden Lodge Primary School and Nursery Browse Features

Marden Lodge Primary School and Nursery

Name Marden Lodge Primary School and Nursery
Ofsted Inspection Rating Good
Inspection Date 29 June 2016
Address Croydon Road, Caterham, Surrey, CR3 6QH
Phone Number 01883343014
Type Academy
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 247 (52% boys 48% girls)
Number of Pupils per Teacher 20.5
Academy Sponsor Glf Schools
Local Authority Surrey
Percentage Free School Meals 14.4%
Percentage English is Not First Language 9.7%
Persisitent Absence 16.7%
Pupils with SEN Support 13.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about this school

Marden Lodge is a smaller than average-sized primary school with nursery provision. The school has only recently taken over running the nursery classes. Pupil numbers have risen substantially in the last year. In September 2016, the school will increase its early years provision to include two Reception classes at the request of the local authority. The school converted to academy status in September 2013, when it joined the GLF Schools multi-academy trust. The headteacher took up her substantive position in April 2016 after a short period of time as joint acting headteacher. There have been many changes in teaching staff, including at leadership level, in the recent past. The proportion of pupils known to be eligible for the pupil premium (additional government funding) is broadly average. The proportion of pupils who have special educational needs and/or disabilities is above average. The proportion of pupils from minority ethnic backgrounds is below average, as is the proportion of pupils who speak English as an additional language. The school meets the requirements for the publication of specified information on its website. The school shares its site with a local authority children’s centre, which was not part of this inspection. In 2015 the school did not meet government’s floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics at the end of Year 6.

Summary of key findings for parents and pupils

This is a good school The headteacher leads the school with total commitment. Her leadership has ensured the rapid improvement required to make this a good school. Senior leaders work together as an effective team. They lead by example and demand the best of staff and pupils. As a consequence, the capacity for further rapid improvement is very clear to see. Governors are effective in their roles and know the school well. They provide school leaders with the right balance of support and challenge to ensure improvement. The support of the multi-academy trust has been fundamental to the school’s recent significant and sustained improvement. The conduct of pupils is good. Their attitude to learning has improved because teachers have high expectations for behaviour and learning. The school’s system for assessing the progress of pupils is highly effective and ensures that pupils in danger of falling behind are supported well. Most pupils make good or better progress because : the quality of teaching is consistently good or better. Disadvantaged pupils make very good progress. Most are making the rapid progress required to close the gap in attainment with other pupils. Pupils who have special educational needs and/or disabilities make good progress because of the support they receive. Children in the early years make good progress from their different starting points. The school’s work to keep children safe is highly effective. It is not yet an outstanding school because : Middle leaders do not have enough impact on improving the quality of teaching to ensure outstanding outcomes for pupils. The early years provision is still evolving after the school recently took over the on-site nursery provision. Because of the legacy of poor teaching in the past, the attainment of some pupils is not yet as good as it could be. The recent focus on improving outcomes in English and mathematics has reduced the breadth and balance of the school’s curriculum.