Allens Croft Primary School

What Ofsted said

From the inspection on 12 June 2024

Allens Croft Primary School welcomes everyone. Starting in the early years, the school has a broad and ambitious curriculum. Education in the arts is a particular strength, and the school holds the 'Artsmark' at platinum level. Staff adapt learning well for pupils with special educational needs and/or disabilities (SEND). This year, new schemes have helped pupils to learn the foundation subjects in greater depth. They remember more, and across the school, pupils now learn well. Adults forge warm relationships with pupils. Pupils know that there is always someone to talk to if they have a concern. This all helps them to feel safe. In general, pupils are keen to learn and behave well in class and at social times. However, misbehaviour sometimes disrupts lessons. The rate of pupils' attendance continues to be low. Pupils learn to respect different cultures and traditions. Learning Makaton helps them to communicate with some of their peers and understand diversity. Pupils have the opportunity to take responsibility as members of school councils or as play leaders. Trips to places such as Hampton Court and local theatres contribute well to pupils' learning. Pupils take good advantage of a wide range of after-school clubs and activities.

What the school should improve

• Too many pupils are persistently absent. As a result, they miss out on important continuity of learning and many personal and social development opportunities. The school should work intensively with parents to establish the importance of school attendance, and thereby ensure that pupils come to school regularly.
• The school's records of behaviour incidents are not accurate. This means that actions to improve behaviour are not as well informed as they should be, and some pupils continue to experience disruption to their learning. The school should ensure that staff are trained to record behaviour incidents accurately, and that a reliable picture of behaviour is used as the basis for future plans and procedures.
• Senior leaders do not have the full capacity to manage their workload. Pupils have not benefited from the consistent application of school policies for behaviour and attendance. The school should ensure that the capacity exists for leaders to manage all aspects of their work consistently and strategically.

Read the full Ofsted report (opens in a new tab)