The Archbishop Lanfranc Academy

About The Archbishop Lanfranc Academy Browse Features

The Archbishop Lanfranc Academy

Name The Archbishop Lanfranc Academy
Ofsted Inspection Rating Good
Address Mitcham Road, Croydon, CR9 3AS
Phone Number 02086891255
Type Academy
Age Range 11-16
Religious Character None
Gender Mixed
Number of Pupils 544 (64.7% boys 35.3% girls)
Number of Pupils per Teacher 14.1
Academy Sponsor The Bec Trust
Local Authority Croydon
Percentage Free School Meals 29%
Percentage English is Not First Language 59.9%
Persisitent Absence 15.2%
Pupils with SEN Support 20.3%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (29 March 2017)
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 the progress pupils make. Consequently, teachers have a clearer

idea of what pupils can and should achieve. This is helping most to challenge the most able pupils effectively. Some teachers do this less well and so some of the most able pupils do not make the progress they are capable of. Teachers develop strong routines so that pupils know what to expect when they enter a classroom. Those routines support productive use of time in lessons and additional interventions. Teachers typically provide feedback to pupils that helps them learn and is in line with school policy. However, in some cases, teachers do this less well. The needs of disadvantaged pupils are identified through teachers’ planning. The assessment system and other information helps teachers understand these needs. Teachers are developing the skills to more effectively push disadvantaged pupils on, including the most able disadvantaged pupils. Personal development, behaviour and welfare Good Personal development and welfare The school’s work to promote pupils’ personal development and welfare is good. Leaders have ensured that pupils’ all-round development is as much the focus of their work to improve standards as pupils’ academic outcomes. Pupils have a range of opportunities to explore new ideas and develop their physical and social skills. Pupils’ mental health is a key priority in teachers’ work through tutorial time activities that also include learning about contemporary issues and provide time for reading. Pupils are confident when talking with adults and respectful of the views of others. Bullying is rare and pupils told inspectors that the school feels like a safe place to come and learn. Pupils feel that teachers are there for them and want them to do their best. Pupils’ attendance overall has been in line with the average for the past few years. Persistent absence of some groups, including disadvantaged pupils and those who have special educational needs and/or disabilities, has been weaker. Strategies to address the barriers to better attendance of those groups have resulted in much improved attitudes to learning, including through developing links with pupils’ families. Enrichment activities linked to good behaviour and attendance serve as effective incentives, raising the attendance of disadvantaged pupils in particular. Some White British pupils’ attendance remains weaker than others’ and leaders have strategies in place to address this. However, it is too soon to see the impact on those pupils’ outcomes. The careers advice and guidance that pupils received in the past meant that the majority of pupils accessed suitable destinations but some did not. Leaders recognise that further work is needed to secure strong destinations for all groups of pupils, including embedding careers-related opportunities earlier on in pupils’ education. Leaders routinely monitor the progress made by the few pupils who attend off-site provision, so that those pupils can re-integrate into the school when appropriate. Behaviour The behaviour of pupils is good. Robust procedures and routines are well used by staff and recognised by pupils as being effective in raising expectations for all within the community. Pupils in older years reported to inspectors that the standard of behaviour has risen sharply since the school opened. The proportion of pupils receiving fixed-term exclusions, including disadvantaged pupils and those who have special educational needs and/or disabilities, was high last year. The effective work of leaders and form tutors has resulted in a sharp fall in exclusions needing to be used because alternatives are having the desired effect. Alternative provision is used rarely but is usually successful in improving those pupils’ attitudes to school. Pupils’ behaviour over time is good. Few poor behaviour incidents occur and rarely involve prejudicial behaviour. The school environment is calm and reflects pupils’ desire to make the most of their time in school. The physical environment is well respected despite its tired state and the imminent move to a brand new site. Pupils are rarely off-task in lessons because teachers typically plan activities that maintain pupils’ interest. The few occasions where low-level disruption occurs are linked to where teachers’ skills are less refined at ensuring that the learning appropriately challenges pupils. Outcomes for pupils Good Pupils join the school with significantly lower than average prior attainment. Over time, pupils’ attainment at GCSE has been increasing due to more effective teaching that is helping pupils make good progress from their starting points. In 2016, pupils overall made significantly better progress than the national average. Disadvantaged pupils made significantly less progress than their peers and in a range of subjects last year, including English and mathematics. The difference in progress and attainment when compared with their peers has been diminishing over time and continues to do so because of effective intervention strategies and better teaching. Further work remains to ensure that disadvantaged pupils, including the most able disadvantaged, do as well as their peers. Leaders’ evaluation of strategies funded by the pupil premium is accurate and encourages refinement of effective interventions. A large number of pupils join the school in the early stages of English language acquisition. These pupils are well supported through bespoke strategies that help pupils access the broader curriculum quickly. The most able pupils made slower progress than other pupils last year. A significant focus on stretching the most able pupils more consistently across subjects means that teachers now more effectively challenge those pupils to make better progress. Pupils who have special educational needs and/or disabilities made broadly average progress last year. This continues to be the case due to the support that leaders provide, including highly targeted support for pupils who have education, health and care plans. The GCSE options decisions made by pupils from the predecessor school meant that some pupils did not achieve qualifications which would count towards good progress within English Baccalaureate subjects last year (science, humanities and languages). As a result, progress was weak in those subject areas but progress in subjects that count towards the Open element (other subjects included in national performance table measures) was significantly better than average for almost all pupils. Pupils now make better progress overall due to better teaching. Revisions to the curriculum mean that pupils are now on more suitable courses that serve them well as they make decisions for education, training and employment after Year 11. Strong links with the other schools within the trust allow many pupils to move on to that institution and other sixth forms and colleges. Variations between subjects’ performance are reducing. New staff and focused professional development and training are helping create the consistency of teaching and learning that means pupils now do better than was the case in the past. Leaders’ work is rightly focused on improving the consistency of good and better teaching in English, languages and some creative subjects to ensure that pupils make consistently strong progress across the curriculum. School details Unique reference number 141210 Local authority Croydon Inspection number 10031691 This inspection of the school was carried out under section 5 of the Education Act 2005. Type of school Secondary comprehensive School category Academy sponsor-led Age range of pupils 11–16 Gender of pupils Mixed Number of pupils on the school roll 487 Appropriate authority The governing body Chair Christopher Kinch Principal Michael del Rio Telephone number 020 8689 1255 Website Email address [email protected] Date of previous inspection Not previously inspected

Summary of key findings for parents and pupils

This is a good school Leaders have been highly effective in changing the culture of the school and raising standards since the school opened in September 2014. Governors are robust in their support and challenge of leaders’ work. Pupils’ attainment has risen, particularly in English and mathematics. From low starting points, pupils make good progress. Variability is reducing quickly between subjects’ performance due to effective teacher recruitment and training. Weaker teaching is quickly identified, addressed and improved. Disadvantaged pupils and pupils who have special educational needs and/or disabilities have been the focus of leaders’ work. Consequently, those groups’ progress has improved, supported by improved attendance and effective pastoral support. Remaining differences are diminishing in the performance of disadvantaged pupils and their peers. The most able pupils make slower progress than their peers. While improving quickly, there remains inconsistency in how effectively teachers plan to challenge those pupils from their higher starting points. Pupils’ attendance is good and persistent absence is now low. Historic challenges to good attendance have been effectively addressed. Strategies to improve pupils’ attitudes to learning have had the desired impact. White British pupils’ attendance is less strong and leaders have strategies in place to improve this and those pupils’ progress. The new assessment system is embedding, providing teachers and leaders with useful information to plan pupils’ subsequent learning. Pupils receive good opportunities to participate in enrichment activities as part of the timetabled curriculum and through events. Sports clubs are a regular part of pupils’ experience in school. Careers advice and guidance have supported pupils to access suitably aspirational destinations after they leave school. However, some did not progress onto appropriate 16 to 19 study programmes last year. Leaders’ actions are addressing the causes now. Arrangements for safeguarding pupils’ welfare are effective. Leaders place pupils’ well-being above all other priorities.