Crofton School

Highlights from Latest Inspection

Pupils are happy at school.

They feel safe and know who to go to if they have a concern. This is because of the warm and trusting relationships between pupils and staff. Pupils feel valued and trust that the school will support their wellbeing.

Disadvantaged pupils do not achieve as well as they could. Inconsistencies in teaching mean that they do not secure the knowledge that they need. This is because the school's strategy to support these pupils is still in the early stages of being implemented by leaders and staff.

Leaders recognise this and have focused on improving the outcomes for these pupils.Pupils experience a broad curriculum. It is well sequenced and ambitious for pupils across subjects.

Pupil...s are well informed about the choices they make for GCSE. They recognise how this prepares them for life after school.Pupils with special educational needs and/or disabilities receive the support they need to succeed.

Leaders and staff identify needs quickly. These pupils then benefit from adaptations in lessons which help them to achieve well.Pupils behave well.

They are polite to each other and to staff. Pupils speak positively about their school and describe how it has improved. They appreciate the work of staff.

Pupils say that bullying is rare. When it happens, leaders deal with it effectively. Pupils understand why it is important to attend school well.

Pupils, including those who are disadvantaged, now attend in line with national averages.Pupils enjoy leadership opportunities. These include being school council members and the eco leaders.

Pupils influence school policy, including, for example, changes to the school uniform. Residential trips and a visit to Paris are appreciated by pupils. Pupils also raise money for charity, planning activities themselves and choosing the causes they support.

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