Monks Orchard Primary School


Name Monks Orchard Primary School
Website http://www.monksorchard.co.uk
Ofsted Inspection Rating Requires improvement
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Address The Glade, Shirley, Croydon, CR0 7UF
Phone Number 02086542570
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 355 (44.8% boys 55.2% girls)
Number of Pupils per Teacher 21.6
Academy Sponsor Fairchildes Academy Community Trust
Local Authority Croydon
Percentage Free School Meals 31.2%
Percentage English is Not First Language 17.3%
Persisitent Absence 10.4%
Pupils with SEN Support 8.1%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (28 February 2018)
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.
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

Information about this school

This is a larger than average-sized primary school. The proportion of pupils who have SEN and/or disabilities is lower than the national average. The proportion of pupils for whom the school receives pupil premium is higher than the national average. The school represents a diverse community and has a significant number of pupils from a range of ethnic minority backgrounds. This proportion is higher than the national average. The proportion of pupils who speak English as an additional language is higher than the national average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress at the end of key stage 2. There have been a significant number of changes in staffing since the last inspection. The current headteacher was appointed in 2016, following a period of two years during which there was an acting headteacher, a headteacher who was in post for less than one year and an executive headteacher who was also in post for less than one year. There are two classes in Reception Year, two in Year 6, and three classes in Years 1 to 5. Due to a falling birth rate in the area, the school is gradually moving from three to two forms of entry. The school has submitted its application to become an academy within a local multi-academy trust. The school runs a breakfast club and an after-school club on the premises.

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders’ actions to secure consistently good standards of teaching and learning need more time to embed. Leaders’ difficulty in recruiting teachers has had a negative impact on the progress of some pupils. Consequently, standards of achievement are not yet good. Although teachers have improved the challenge for pupils, this is not yet evident in the outcomes of the most able. The standard of pupils’ work in subjects other than mathematics and English is not high enough. Teachers’ planning for topic work does not focus on pupils’ next steps. Weaknesses in provision for pupils who have special educational needs (SEN) and/or disabilities have resulted in some pupils not having appropriate work. The standard of attainment for pupils in upper key stage 2 requires improvement. New methods of teaching mathematics have yet to increase the progress of some middle- and low-attaining pupils. Teachers’ feedback is not yet consistently focused on pupils’ next steps and often fails to have an impact on progress. The school has the following strengths The headteacher and governing body have worked diligently to establish an effective leadership team and a more stable teaching staff. Leaders’ accurate understanding of the school is used to make noticeable improvements. Leaders are precise in how they use support from the local authority and a local trust. Leaders’ effective systems identify pupils needing extra help. Better-trained staff now provide pupils with the right support. The early years provision gives children a good start to their education. The nursery is well managed and a strength of the school. There is now a greater emphasis on problem-solving and the development of reasoning. This has improved teaching and learning in mathematics across the school.