|Name||Park Hill Junior School|
|Ofsted Inspection Rating||Good|
|Address||Stanhope Road, Croydon, CR0 5NS|
|Number of Pupils||365 (51% boys 49% girls)|
|Number of Pupils per Teacher||19.1|
|Academy Sponsor||Folio Education Trust|
|Percentage Free School Meals||16.4%|
|Percentage English is Not First Language||50.5%|
|Pupils with SEN Support||10.7%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (14 January 2020)
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.
Park Hill Junior School continues to be a good school.There is enough evidence of improved performance to suggest that the school could be judged outstanding if we were to carry out a section 5 inspection now.
What is it like to attend this school?
Pupils are very proud of their school. They are happy and enjoy the opportunities they have. Pupils I spoke with said that they enjoyed school and learned lots of new things. Leaders celebrate the different cultures of the pupils in the school. All pupils are included in activities, both inside and outside of lessons. Pupils feel safe in school and they know that they can speak to an adult if they have any concerns. Staff teach pupils how to keep themselves safe, including when online.
Leaders have very high ambitions for all pupils in the school. They want their pupils to be curious learners and to give them the skills they need for their future lives. The pupils know this. Pupils are proud to wear their purple tie when they are named ‘aspirational reader’ and their medals when named ‘writing laureate’.
Pupils behave well in their lessons, in the refectory and on the playground. Pupils work and play well together. Pupils said that bullying rarely happens. They told me they have lessons about bullying and know what to do if it does happen. They are confident that teachers will resolve any issues quickly if they occur.
What does the school do well and what does it need to do better?
Leaders introduced a new curriculum in September 2019. Teachers were involved in its design and pupils can explain what they are learning and why. In the subjects that I considered it was clear that teachers deliver the subject content that leaders intend. Pupils understood what they were learning and they were able to use what they had learned before to understand the current lesson. For example, in Year 3 geography, pupils learn the mnemonic ‘HOTCLUB’ (hemisphere, other places, time zone, climate, latitude, us and bodies of water) to describe the geographical features of Antarctica. Year 4 use the same strategy to describe the Brazilian rainforest. Pupils achieve very well in a wide range of subjects.Leaders have introduced a new programme of learning for all year groups that meets the ambition of the national curriculum. Lessons are in a logical order so that pupils develop their skills and know and remember more. However, sometimes, pupils find it difficult to separate subject concepts, for example geographical concepts from historical ones.
Pupils have many opportunities to broaden their development outside the classroom. Leaders organise trips to complement the topics in the curriculum, for example to museums and places of religious worship. In addition to a breakfast and after-school club, there are 32 other clubs available. Leaders know which pupils join these clubs. If any pupils are not involved in additional activities, leaders gently encourage them to participate. Pupils are involved in debating and have leadership opportunities through the school council and house system.
Leaders have successfully created a school where there is a passion for reading. Reading is a priority and pupils understand how important it is for their future. But pupils also read for their enjoyment. For example, pupils review the books they read and star rate them. These reviews are displayed in classrooms for other pupils to consider when selecting a new book.
Pupils arrive in the morning and promptly begin learning. They are focused on the task in hand and not distracted. Pupils enjoy their lessons and they are keen to share their ideas with each other and with their teachers. Bullying occurs rarely in the school.
Leaders are ambitious for all pupils in the school regardless of background or ability. Pupils with special educational needs and/or disabilities (SEND) access the full curriculum along with all pupils. They learn the same knowledge as their peers. The curriculum is not narrowed for pupils with SEND.
Leaders have created a supportive working environment for all staff. Staff say that their workload is manageable and that leaders have given them time and training to implement this year’s changes.
The arrangements for safeguarding are effective.
Staff receive regular safeguarding training and updates. This means that they are alert to potential issues and know what to do in these situations. Staff are aware of the most common local issues and they ensure that pupils are also taught about them in their ‘Dot.com’ lessons. Pupils also receive lessons on e-safety to help keep them safe online.
Leaders work well with families, along with the family support officer and external agencies, to safeguard pupils’ welfare. The school also employs a counsellor to support pupils in the school.
What does the school need to do to improve?
(Information for the school and appropriate authority)
Pupils have separate lessons for subjects like history and geography. Sometimes, pupils confuse historical and geographical knowledge. Leaders should review how teachers get pupils to recall knowledge in lessons so that they are clear about the subjects they are learning.
When we have judged a school to be good we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 inspection of a good school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.
This is the first section 8 inspection since we judged the predecessor school, Park Hill Junior School, to be good in October 2014.