Woodcote Primary School


Name Woodcote Primary School
Website http://www.woodcoteprimary.croydon.sch.uk
Ofsted Inspection Rating Outstanding
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 Dunsfold Rise, Coulsdon, CR5 2ED
Phone Number 02086609972
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils Unknown
Number of Pupils per Teacher 22.1
Academy Sponsor The Pioneer Academy
Local Authority Croydon
Percentage English is Not First Language 16.5%
Persisitent Absence 7.4%
Pupils with SEN Support 6.3%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (29 April 2015)
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

Woodcote is a much-larger-than-average primary school. In the early years, there is one part-time Nursery group. Children are, thereafter, taught in three full-time Reception classes. The proportion of pupils supported by the pupil premium is below average. This is additional funding provided by the government to support pupils who are eligible for free school meals and those in the care of the local authority. Just over half the pupils come from White British backgrounds. The remainder of the pupils come from a wide range of ethnic groups. The proportion of disabled pupils and those who have special educational needs is below average. The school meets the current government floor standards, which set minimum expectations for pupils’ attainment and progress in reading, writing and mathematics at the end of Year 6.

Summary of key findings for parents and pupils

This is an outstanding school. The school was formed by the merger of an infant and a junior school in 2008. The merger has been successful and staff work together harmoniously to improve teaching and to raise standards. The headteacher, staff and governors have made a great effort to improve achievement and teaching since the last inspection. This has resulted in sustained improvement and excellent results in national tests in Years 2 and 6 in reading, writing and mathematics. The headteacher is highly regarded by pupils, staff, governors and the local authority. He leads a team of committed and highly skilled leaders who work together effectively to raise standards. Leaders have high expectations of staff, who set high standards for pupils. Pupils respond enthusiastically, taking pride in their work and in demonstrating the progress that they make. Outstanding teaching ensures that pupils make rapid progress in English and mathematics. Pupils from different backgrounds and abilities achieve very well. Pupils’ social skills develop exceptionally well from the time they enter the school. They communicate clearly and show respect to each other and to adults. There is a wide range of opportunities for pupils to participate in and to enjoy sports and cultural activities, including music and drama. Standards of behaviour are very high and even the youngest pupils manage their own behaviour well, working and playing together successfully. The school’s assessment system is very effective and is closely linked to key elements in the new National Curriculum. It is well understood by parents and pupils and is regarded as a model of good practice by the local authority. Pupils behave safely and feel safe, and the school safeguarding procedures are robust and effective. The good early years provision is well managed. Children make a very good start, settling quickly and rapidly developing skills in reading, writing and mathematics. Assessment at this stage does not focus enough on groups of children or involve parents as much as it might.