Crampton Primary

Inspection of Crampton Primary Iliffe Street, Walworth, London SE17 3LE

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Outstanding 17 and 18 April 2024

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What is it like to attend this school?

The school is a nurturing learning community where pupils thrive. It is ambitious for every pupil to experience success. Pupils value the importance of education. They take pride in their learning. Pupils are curious about the world around them and ask intriguing questions. They are happy and safe.

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What is it like to attend this school?

Pupils, including children in early years, behave exceptionally well. Teachers equip pupils with the learning behaviours to help them succeed. Pupils quickly learn the skills they need to be ready for the next stage in their education. Pupils demonstrate high levels of kindness towards one another. They have a deep appreciation of, and respect for, the difference between people.

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What is it like to attend this school?

The exceptional education that the school provides is supported by a wide range of carefully considered enrichment opportunities. Pupils enjoy visits to galleries, museums and other places of interest. Many pupils take part in after-school clubs that include sports and performing arts. From the moment they start, pupils learn what it means to be active and responsible citizens. They relish the opportunity to take on positions of leadership and responsibility, such as pupil ‘collaborators’. They act successfully to bring about improvements within the school environment. For example, pupils campaigned to update the school menu.

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better?

Leaders and those responsible for governance are unwavering in their commitment to providing the best possible education for their pupils. They create an environment where every pupil receives the pastoral support they need to flourish. This begins from the moment children start in the Reception. The school is swift in identifying pupils’ needs. Leaders are forensic in unpicking the barriers to children’s readiness for learning. Adults understand the needs when working with pupils with special educational needs and/or disabilities. They show care and ambition for all.

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better?

The school has developed an ambitious curriculum that encourages pupils to be aspirational. It is carefully planned and identifies the essential knowledge and skills pupils need to understand and remember. Teachers provide highly effective learning experiences that help to deepen pupils’ knowledge of key concepts and vocabulary. They expertly deliver lessons that capture and challenge pupils’ interest and imagination.

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better?

Teachers systematically check what pupils have learned and can do. They address any misconceptions quickly. This helps pupils to build a comprehensive body of knowledge over time. For example, in art, pupils learn about different artists’ work. They used various techniques in exploring and creating their own art projects. Teachers revisit different numerical calculations and methods with precision. This enables pupils to become confident mathematicians. The most recent published outcomes show that all pupils achieve extremely well, particularly in reading, writing and mathematics. 17 and 18 April 2024

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The school is ambitious that every pupil will become a fluent reader. Children begin their reading journey from the start of Reception. Staff deliver phonics lessons expertly. They are quick to intervene and assist any pupil at risk of falling behind in learning the phonic sounds they need to know. Pupils become confident and fluent readers. Pupils enjoy reading to adults and taking books home regularly. They use their knowledge of different stories when discussing different features of a text, including key characters and events.

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Pupils display consistently positive attitudes to learning. They are highly motivated and work hard. Pupils are keen to participate in discussions and share their ideas. Teachers encourage pupils to think deeply and critically. Leaders work with parents to promote good attendance. They track individuals closely and provide support where there are any concerns.

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The curriculum for personal, social and health education is sequenced with care. Leaders are passionate about enriching pupils’ experiences. Pupils have ample opportunities to showcase their talents, for instance through performances, dance festivals, international evenings and sports events. Pupils make a tangible contribution to the promotion of the school’s values. They understand the importance of being patient and showing empathy to all. Pupils know that everything taught at Crampton is to be transferred beyond the school to make for a better community. Children in the early years make choices confidently. They select their own resources when playing independently or with their peers. Pupils are well prepared for the next stage of learning and for life in modern Britain.

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Staff benefit from many opportunities to develop their knowledge and expertise. They are proud to work as part of the diverse community where differences and achievements are celebrated. The collaborative approach to subject leadership helps staff to manage workload. Those responsible for governance are highly skilled and knowledgeable. They visit the school regularly and know the school very well. Parents and carers are overwhelmingly positive about the school.

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Safeguarding

The arrangements for safeguarding are effective.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school. 17 and 18 April 2024

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 17 and 18 April 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 4 and 5 February 2014, under section 5 of the Education Act 2005.

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Information about this school

 The school makes use of an alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, the chair and members of the governing body, a local authority representative, a senior leader and a range of staff.  Inspectors carried out deep dives in reading, mathematics, history and art. For each deep dive, inspectors met with subject leaders, visited a sample of lessons, met with teachers, spoke to some pupils about their learning and considered 17 and 18 April 2024

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pupils’ work.  Inspectors also considered the curriculum in other subjects.  To evaluate the effectiveness of safeguarding, inspectors reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors considered the views of parents, pupils and staff, including through Ofsted’s online surveys.

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Inspection team

Lascelles Haughton, lead inspector His Majesty’s Inspector

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Inspection team

Julie Wright His Majesty’s Inspector 17 and 18 April 2024

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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