Marden Lodge Primary School and Nursery

Marden Lodge Primary School and Nursery

Address: Croydon Road, Caterham, Surrey, CR3 6QH Unique reference number (URN): 139915

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.1

Achievement Expected standard

By the end of key stage 2, pupils are generally prepared well for their next stage of education. Overall, pupils' achievement in national tests has improved over the last 3 years. In the Year 1 phonics screening check, pupils' outcomes dipped below national averages. However, leaders’ effective actions have enabled pupils who fell below the standard to catch up quickly. Current Year 1 pupils are successfully securing the phonics they need for future learning.

p.2

Achievement Expected standard

Generally, pupils are well prepared for the next stages of their education. Pupils with special educational needs and/or disabilities, or other barriers to learning, make good progress from their starting points because they receive effective support. Across the curriculum, pupils are generally able to discuss what they have learned, although some do so more confidently than others. Some pupils are not yet sufficiently fluent writers to fully demonstrate their knowledge in their writing across the curriculum.

p.2

Curriculum and teaching Expected standard

Leaders have developed a broad and engaging curriculum. This is well planned and sequenced to help pupils build the essential knowledge they need. This year, leaders have increased their focus on developing pupils’ basic English and mathematics skills to make sure that pupils have secure foundations for later learning.

p.2

Curriculum and teaching Expected standard

Teachers have a clear understanding of the key knowledge pupils need to retain. They generally use questioning effectively to check understanding and deepen learning. They quickly identify and address any misconceptions pupils have. Staff are aware of pupils’ needs, including those with special educational needs and/or disabilities, and usually adapt their teaching so pupils can achieve well. However, teaching is less effective when addressing errors at the earliest stages of developing writing fluency, particularly in relation to handwriting.

p.2

Curriculum and teaching Expected standard

Leaders keep themselves very well informed on the quality of the curriculum and teaching. They are quick to act when something needs to improve. For example, leaders acknowledge that some pupils are not yet sufficiently fluent writers by the end of key stage 1 and have rightly prioritised this. Leaders' identification of early reading as a priority area has led to a renewed teaching approach. This is having a noticeable impact on pupils' outcomes this year.

p.2

Early years Expected standard

Leaders prioritise the early years and have a clear vision for high-quality early education. They have designed a curriculum that enables children, including those in the Nursery Year, to make effective progress from their varied starting points and be well prepared for the next stage of their learning. The early years provides children with a positive start to their education. Children settle quickly. They respond well to clear expectations. For example, they independently hang up their coats and put their lunches and water bottles in their allocated places. Effective partnerships with parents and carers help children to feel safe and secure.

p.2

Early years Expected standard

Children with additional needs are identified promptly. Staff know children well and provide precise support to ensure that they are fully included and get the help they need to be able to succeed. The curriculum is responsive to children’s needs, with a particular emphasis on speech, language and communication, reflecting the increasing proportion of children entering with language delay. Where needed, children receive targeted support to strengthen their language knowledge and skills.

p.3

Early years Expected standard

Staff typically engage children in purposeful interactions. For example, they reinforce road safety messages during outdoor play with bikes. They provide engaging and meaningful learning activities that promote high levels of independence. Children develop sustained concentration and develop their problem-solving skills effectively.

p.3

Inclusion Expected standard

Leaders’ approach to inclusion is rooted in reducing barriers to attendance, belonging and participation. They ensure that pupils' needs are identified early. Leaders have developed systems to support pupils with special educational needs and/or disabilities and pupils with barriers to their learning.

p.3

Inclusion Expected standard

Leaders and staff know each individual pupil very well. Staff are well trained. Leaders review pupils' progress systematically, including reviewing the impact of the school's strategy for additional pupil premium funding. The school provides effective, targeted support for disadvantaged pupils and their families who may need extra help.

p.3

Inclusion Expected standard

The school works effectively with a range of external professionals and the trust to ensure that pupils receive the support they need. When appropriate, they make well-judged decisions in pupils’ best interests about the use of targeted plans and the school’s internal provision, the 'Nest’. Staff provide a well-balanced approach to supporting pupils’ social and emotional needs, enabling those with additional vulnerabilities to engage and learn successfully.

p.3

Leadership and governance Expected standard

Leaders are ambitious and highly determined to provide a culture where pupils achieve success. They have precisely identified areas that could improve further. There are highly effective, coherent approaches to bring about this change. Leaders have quickly established meaningful relationships with the school community and have worked tirelessly to ensure school improvement. For example, they have secured funding to improve outdoor learning areas for pupils. Most parents and carers are positive about the school.

p.3

Leadership and governance Expected standard

The school benefits from working in partnership with the trust. Decisions are made in the best interests of pupils. Leaders have begun to address aspects that needed additional rigour and oversight, for example behaviour expectations and arrangements for pupils with special educational needs and/or disabilities (SEND). These recent changes have had a positive impact on pupils’ experiences and outcomes. However, leaders rightly recognise that pupils’ attendance needs to improve.

p.3

Leadership and governance Expected standard

Staff are highly appreciative of leaders’ actions to support their development and consideration of their workload. They value the way that leaders model what is expected and collaborate with the wider staff team. As a result, staff feel part of the team and share leaders’ vision for the school.

p.4

Leadership and governance Expected standard

Trustees and local governors understand their statutory duties and carry them out effectively. They use high-quality evidence to support and challenge leaders. They scrutinise the impact of additional funding and the support for pupils with SEND.

p.4

Personal development and wellbeing Expected standard

Leaders have developed a clear plan for pupils’ personal development and wellbeing that equips them with the knowledge and skills they need to be ready for their next stage of education.

p.4

Personal development and wellbeing Expected standard

Pupils learn about a range of world religions through the curriculum and wider experiences, including visits to places of worship and celebrations such as Diwali and Eid. They demonstrate an understanding of fundamental British values. This is evident through pupils' everyday interactions with one another.

p.4

Personal development and wellbeing Expected standard

The school has established a personal, social and health education (PSHE) programme that meets statutory requirements. Pupils learn about healthy relationships, including friendship and relationships, in an age-appropriate way. They understand how to stay safe in and out of school, including when online. Typically, pupils recall most of the key messages and share their reflections from these lessons.

p.4

Personal development and wellbeing Expected standard

Pastoral support is highly visible and understood by pupils. This is enhanced by the highly effective relationships between the staff and pupils. Pupils can identify trusted adults and spaces they can use to help them, such as the ‘cosy cave’. Provision such as the 'Nest' enables vulnerable pupils to manage anxiety. Pupils are confident that there is always someone to help them deal with anything that is worrying them.

p.4

Personal development and wellbeing Expected standard

Leaders are determined that enrichment is available to all pupils. They check which pupils take part in school trips, including residential visits. Leaders ensure that pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, participate in a rich set of experiences, such as visits to theatres or museums. These experiences contribute positively to pupils’ broader development and help prepare them for the next stage.

p.4

Attendance and behaviour Needs attention

Leaders have an effective approach to supporting pupils to attend school regularly and punctually. If pupils are at risk of lower attendance, staff work with families to ensure that they understand the importance of regular attendance. However, many pupils do not attend school as often as they should. Rates of persistent absence remain high. As a result, pupils miss out on learning and the range of exciting opportunities that the school has to offer.

p.5

Attendance and behaviour Needs attention

Leaders have high expectations for pupils’ behaviour. From the moment children join the school in the early years, well-established routines help them to behave well. Staff consistently follow the school’s policy. As a result, behaviour across the school is calm and focused. Staff make sensitive adjustments for some pupils. This supports them to manage their own feelings and behaviour. As a result of the school's firm focus on behaviour, pupils demonstrate positive attitudes towards their learning.

p.5

Attendance and behaviour Needs attention

Overall, pupils behave well through the school day. They are pleasant and polite to one another. Staff deal with any behaviour issues quickly and effectively. As a result, bullying, discrimination and harassment are not tolerated and rarely happen.

p.5

What it's like to be a pupil at this school

Pupils are at the heart of this school community. Many join the school at different points in their educational journey. They are well known, nurtured and championed by staff. They value the respect and equality that the school fosters. Their experience in school is typically harmonious and happy. This helps them to develop a keen sense of belonging.

p.5

What it's like to be a pupil at this school

Overall, pupils achieve well and make secure progress from their individual starting points. This includes pupils with special educational needs and/or disabilities. Pupils build knowledge and skills successfully over time. Generally, they can recall important information and use this to make connections between learning. As a result, pupils secure the knowledge they need to progress through the curriculum well.

p.5

What it's like to be a pupil at this school

From the moment children join the Nursery Year, children benefit from warm, caring relationships with staff. These enable them to settle quickly and feel safe. Pupils’ conduct across the school is positive. During lessons, they focus on their work and collaborate with their peers effectively. Relationships between staff and pupils help to build trust. Pupils are assured that staff will help them if they have any concerns, including dealing with any incidents of unkindness. Attendance is starting to improve. Leaders' actions to support pupils and their families are helping to overcome barriers to coming to school regularly.

p.5

What it's like to be a pupil at this school

Pupils feel safe and included in school. They especially value the leadership opportunities, such as star ambassadors. They benefit from the newly established range of enrichment opportunities. This includes a range of educational visits to theatres and museums, which enhance their learning across the curriculum.

p.5

Team inspectors:

Kate Owbridge, Ofsted Inspector Kate Magliocco, Ofsted Inspector

p.6

Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.6

Next steps

Leaders should continue their work to support pupils and their families to overcome barriers to attendance in order to raise attendance rates and reduce the number of pupils who are persistently absent from school. Leaders should continue their work to strengthen the teaching of early writing so pupils apply this learning across the curriculum.

p.6

About this inspection

This school is part of GLF Schools, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Warwick Sharp, and overseen by a board of trustees, chaired by Ian Wilson.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

p.6

About this inspection

Inspectors spoke with the headteacher, other school leaders, staff and pupils. They also spoke with representatives of the trust and the school support board.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school currently uses no alternative provision.

p.6

About this inspection

The headteacher, assistant headteacher and special educational needs and disabilities coordinator have been appointed since the last inspection.

p.6

About this inspection

Headteacher: Sarah Rumbol This data is from 9 June 2026

p.6

What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

p.7

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

p.7

What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

p.8

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.8

What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

p.8

What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

p.8

Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

p.8

average

2024/25 (final) 64% 62% Close to average

p.9

average

2023/24 (final) 55% 61% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2023/24 (final) 76% 74% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

p.9

average

2024/25 (final) 73% 72% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2023/24 (final) 69% 73% Close to average

p.10

Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.10

average

2024/25 (final) 50% 47% Close to average

p.10

average

2023/24 (final) 33% 46% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

p.10

national average

2024/25 (final) 70% 63% Close to average

p.11

national average

2023/24 (final) 67% 62% Close to average

p.11

national average

2022/23 (final) 50% 60% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

p.11

average

2024/25 (final) 60% 59% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

p.11

Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

p.11

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

p.13

Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

p.13

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.14

Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.14

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.14

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.14

Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.14

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.14

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.15