|Name||Meridian High School|
|Ofsted Inspection Rating||Requires improvement|
|Address||Fairchildes Avenue, New Addington, Croydon, CR0 0AH|
|Number of Pupils||614 (51.8% boys 48.2% girls)|
|Number of Pupils per Teacher||15.1|
|Academy Sponsor||Glf Schools|
|Percentage Free School Meals||47.2%|
|Percentage English is Not First Language||9.5%|
|Pupils with SEN Support||17.2%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (24 April 2019)
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
Meridian High School is smaller than the average-sized secondary school. It opened in October 2016 within the GLF Multi Academy Trust. When its predecessor school was last inspected by Ofsted, it was judged to require improvement. An IEB was established in September 2018. The IEB reports directly to the trustees. There are currently no pupils in the sixth form. There is a special educational needs resource provision within the school for pupils with autism spectrum disorder. Pupils who receive support from the provision are integrated into the school. The majority of pupils are from a White British background. The proportion of pupils who speak English as an additional language is significantly below the national average. The proportion of disadvantaged pupils is significantly above the national average. The proportion of pupils with SEND is significantly above the national average. The proportion of pupils who have an education, health and care plan is significantly above that of other schools. A small number of pupils attend alternative provision at the Croydon Restorative Learning Centre.
Summary of key findings for parents and pupils
This is a school that requires improvement Leadership and management require improvement. Leaders have an overly positive view of the quality of education in the school. They do not have high enough expectations of pupils or staff. Governors do not have sufficiently precise information they need to hold leaders to account effectively. The quality of teaching is not yet good because : teachers do not consider pupils’ different abilities when they plan. Pupils are not sufficiently challenged in lessons and this hampers their progress, particularly that of the most able pupils. In 2018, in almost all subjects, pupils at the end of Year 11 did not attain as well as other pupils nationally with similar starting points. Pupils currently in the school continue to make less progress than other pupils nationally with similar starting points. Disadvantaged pupils do not achieve as well as they should, despite the additional funding the school receives for this group. Behaviour is not yet good. In some lessons, low-level disruption interrupts learning. There is inconsistency in teachers’ use of the school’s behaviour policy. Attendance is below average. The proportion of pupils persistently absent from school is very high. The school has the following strengths An interim executive board (IEB) was established in September 2018. This has strengthened governance. The teaching of English is good. Teachers consider pupils’ abilities when they plan, and provide helpful feedback. Pupils make stronger progress in English than they do in other subjects. Safeguarding is effective. Provision for pupils’ personal development and welfare is good. Pupils are provided with a wide range of high-quality and effective support. Leaders use the additional funding to support pupils with special educational needs and/or disabilities (SEND) effectively. The advice and guidance that pupils receive mean that they are well prepared for the next stage of their education.