Crown Lane Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
377
AGES
3 - 11
GENDER
Mixed
TYPE
Community school
SCHOOL GUIDE RATING
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UNLOCK

How Does The School Perform?

4 1 1 2 3 4
NATIONAL AVG. 2.08
Ofsted Inspection
(2/3/17)
Full Report - All Reports
63%
NATIONAL AVG. 65%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 8% of schools in England) Average (About 67% of schools in England) Above Average (About 5% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 7% of schools in England) Average (About 64% of schools in England) Above Average (About 9% of schools in England) Well Above Average (About 10% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 58% of schools in England) Above Average (About 10% of schools in England) Well Above Average (About 10% of schools in England)
Crown Lane
Streatham
London
SW16 3HX
02086704713

School Description

The leadership team has maintained the good quality of education in the school since the last inspection. Since your appointment in September 2016, you have raised expectations about what constitutes effective practice. In agreement with the governors, you have made several changes to increase leadership capacity at Crown Lane. You have devised a programme of professional development for the new leadership team. As a result, staff morale is high, and there is an enthusiastic atmosphere among school leaders, teachers and support staff. Leaders, including governors, and staff are fully behind your vision to improve outcomes for all pupils further. You quickly established an outward looking vision for the school. You have deliberately developed effective links with other neighbouring schools. This partnership work enables leaders to benchmark pupils’ achievements and increase teachers’ confidence in assessing their pupils’ progress more accurately. Consequently, they know how to challenge and improve pupils’ learning even further. The areas for development identified at the previous inspection have been largely addressed. Pupils’ progress by the end of Year 6 in 2016 was strong, especially in reading. This was the case for the most able pupils, disadvantaged pupils and the most able disadvantaged. The proportion of pupils achieving the expected standard in mathematics was above national averages. Teachers’ guidance to develop pupils’ learning is now more successful in accelerating the most able pupils’ progress in mathematics. Leaders rightly identify that pupils’ progress has been less successful in writing. Leaders are already taking effective action to raise standards so that they are similar to those in reading and mathematics. Work seen in lessons, and in books, shows that pupils are developing their writing skills well. The school’s current performance information suggests that pupils’ progress in writing is improving quickly, including for the most able pupils. As a result, the differences between the subjects are diminishing, particularly in key stage 1. Subject leaders are relatively new to post. The senior leadership team has clear plans in place to support these post holders in developing their roles. They have identified key areas for improvement in their areas of responsibility. However, they need sufficient time to fully embed the new initiatives for raising pupils’ achievement. One of the strengths of the school is the behaviour of the pupils. They clearly demonstrate the school’s value of ‘respect for all’. A team of older pupils act as mediators and look out for younger children. They are trained to sort out arguments at playtime. Consequently, incidents of negative behaviour are rare. Pupils say staff deal swiftly and successfully with any incidents of bullying. They appreciate the leaders’ work with their parents so that they too have a voice. Safeguarding is effective. The leadership team has ensured that all safeguarding arrangements are fit for purpose and that records are detailed and of high quality. Leaders’ procedures for vetting staff are robust and information is shared effectively to keep all pupils safe. The safeguarding link governor regularly checks the school’s records and processes to ensure that the governing body fulfils its statutory duty well. Training for staff and governors is up to date. This includes issues such as female genital mutilation and identifying signs that pupils may be at risk of extremism. Staff are confident in using the procedures for raising concerns. Leaders will chase responses from outside agencies if information exchange is not forthcoming. Pupils know how to assess risks online. Pupils who are digital leaders make sure there are regular information updates. Consequently, they have a good understanding of the wider implications of sharing personal information. They know that school staff work hard at keeping them safe in school. Parents agree and are supportive of the school’s work to help their children keep safe. Inspection findings My first key line of enquiry focused on the safeguarding procedures in school. I checked that governors were clear about the school’s system for improving the attendance for groups of pupils who have special needs and/or disabilities and those eligible for free school meals. The school analyses pupils’ attendance information regularly. The family worker works effectively with families whose children’s absence is a concern. The school understands that pupils have medical appointments that may affect attendance.

Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data 2020, ONS
020 7926 1000

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The areas from which pupils are admitted to a school can change from year to year to reflect the number of siblings and pupils admitted under high priority admissions criteria.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

Crown Lane Primary School Reviews


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