|Name||Margaret Roper Catholic Primary School|
|Ofsted Inspection Rating||Good|
|Address||Russell Hill Road, Purley, CR8 2XP|
|Religious Character||Roman Catholic|
|Number of Pupils||239 (51.5% boys 48.5% girls)|
|Number of Pupils per Teacher||27.4|
|Percentage Free School Meals||7.1%|
|Percentage English is Not First Language||16.9%|
|Pupils with SEN Support||23.3%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (06 March 2014)
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Information about this school
The school is a smaller than the average-sized primary school. It serves the parish of St John the Baptist and in addition draws pupils from across and outside the borough of Croydon. The Early Years Foundation Stage consists of one Reception class. The proportion of pupils eligible for support from the pupil premium, which is extra money provided by the government for pupils eligible for free school meals, children in public care and those from service families, is well below the national average. The proportion of pupils from minority ethnic groups is above the national average. The majority of pupils are of White British heritage and pupils with African, Mixed and Other White backgrounds are the next largest groups. The proportion of pupils speaking English as an additional language is below the national average. The proportion of disabled pupils and those who have special educational needs supported at school action is above the national average. The proportion supported at school action plus or with a statement of special educational needs is below average. The school meets the current government floor standards, which are the minimum expectations for pupils’ attainment and progress. The school has experienced some changes of senior staff since the previous inspection. The Early Years Foundation Stage leader, the English leader and the mathematics leader have all been appointed to these posts since then.
Summary of key findings for parents and pupils
This is a good school. Pupils achieve well. Attainment at the end of Key Stage 1 is above the national average. Attainment at Key Stage 2 is also above the national average in reading and writing. A recent dip in mathematics scores at the end of Key Stage 2 has been addressed and achievement in this subject has now improved. Teaching is good because most activities are carefully planned to meet pupils’ needs and help them to make good progress. Leaders, managers and governors have ensured that teaching and achievement have improved. Governors are well informed and understand how well the school is doing. The headteacher and his leadership team understand what needs to be done to further improve the school. They have set clear expectations for good teaching and support their staff to improve their practice. Staff and governors share this vision and ambition. Pupils speak very positively about their school, feel safe, behave well and treat adults and each other with kindness and courtesy. Provision in the school for pupils’ spiritual, moral, social and cultural development is very strong. It is not yet an outstanding school because: Teaching is not yet outstanding because the most-able pupils are not always asked questions that make them think deeply about topics and support rapid progress to the higher-attainment levels. Marking of pupils’ work is variable between subjects and does not identify the next steps for pupils to improve their own attainment. The wider leadership team is not trained to support the headteacher and deputy headteacher in checking on and improving the quality of teaching.