|Name||St Chad’s Catholic Primary School|
|Ofsted Inspection Rating||Good
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.
|Inspection Date||08 May 2014|
|Address||Alverston Gardens, South Norwood, London, SE25 6LR|
|Religious Character||Roman Catholic|
|Number of Pupils||379 (47% boys 53% girls)|
|Number of Pupils per Teacher||20.2|
|Academy Sponsor||St Chad's Catholic Primary School|
|Percentage Free School Meals||18.4%|
|Percentage English is Not First Language||30.6%|
|Pupils with SEN Support||11.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is larger than the average-sized primary school. The proportion of pupils who are known to be eligible for the pupil premium is above average. (Pupil premium is additional funding provided by the government to support pupils known to be eligible for free school meals and looked after children). The proportion of pupils from minority ethnic groups and the proportion who speak English as an additional language are above average. The proportion of disabled pupils who have special educational needs supported through school action is above average. The proportion of pupils supported through school action plus, including those pupils with a statement of special educational needs, is above average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. Pupils achieve well because teaching is good and sometimes outstanding. Pupils make good progress in reading, writing and mathematics. Pupils’ attainment at the end of Year 6 has been much higher than the national average and rising for the past three years. The most-able pupils make good progress and achieve well. In 2013, the proportion of pupils attaining the highest levels was well above the national average in reading, writing and mathematics by the end of Year 6. Pupils eligible for support from additional government funding make good progress and achieve well. School leaders, including governors, have secured substantial improvements in pupils’ achievement over the past three years. Leaders’ use of information about pupils’ progress has improved. As a result, they have an accurate view of pupils’ achievement in different years and classes. Governors are well informed and provide effective levels of challenge for school leaders. Pupils enjoy school, behave well and feel very safe. It is not yet an outstanding school because: In the past, pupils have made slightly slower progress in a small number of classes in Key Stage 1. This has caused fluctuations in pupils’ attainment at the end of Year 2 over the past three years. There is not enough outstanding teaching to secure pupils’ outstanding achievement. Occasionally, teachers’ expectations of pupils are not high enough. Information about pupils’ progress is not used rigorously enough by all teachers to ensure that the work set for groups of pupils is at the right level of difficulty. The quality of the school’s communication with parents and carers is not good enough.