Applegarth Academy

Applegarth Academy

Address: Bygrove Fieldway, New Addington, Croydon, Surrey, CR0 9DL Unique reference number (URN): 139393

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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.

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How we evaluate safeguarding

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

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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.

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Achievement Strong standard

Pupils achieve highly in national tests and examinations. Published outcomes show that achievement is frequently above national averages. Pupils make impressive progress from their starting points. This is because leaders carefully track how pupils are doing and plan actions to develop their learning when needed.

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Achievement Strong standard

The quality of work in pupils' books is consistently high. It shows that pupils develop secure foundational knowledge in reading, writing and mathematics that progressively deepens as they move through the school. Pupils are proud to share their successes across the curriculum. They recall what they have learned confidently and use subject-specific vocabulary accurately.

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Achievement Strong standard

Disadvantaged pupils perform better than disadvantaged pupils nationally. Pupils with special educational needs and/or disabilities achieve well. Leaders work hard to ensure that these groups of pupils have the skills and knowledge they need to be successful learners. Pupils are very well prepared for the next stages of their education.

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Curriculum and teaching Strong standard

Leaders provide an ambitious and broad curriculum. It is carefully structured and logically sequenced so that pupils deepen their understanding as they progress through the school. There is a clear emphasis on pupils learning key vocabulary and developing effective communication skills. This begins in the Nursery Year.

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Curriculum and teaching Strong standard

Leaders prioritise the teaching of strong foundations in reading, writing and mathematics so that pupils are equipped to access the wider curriculum. Any pupils with gaps in their knowledge receive skilful support to catch up as needed. Teachers and leaders have planned teaching strategies that promote secure learning in all subjects. Well-ordered learning activities enable pupils to remember important information. Teachers give pupils ample time to practise what they have learned, which embeds their knowledge. Staff teach phonics extremely well from nursery onwards. Pupils quickly develop a love of reading.

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Curriculum and teaching Strong standard

Teachers have expert subject knowledge and teach to a consistently high standard. They explain new ideas clearly and check pupils' understanding carefully along the way. When misconceptions arise, teachers skilfully address these and support pupils' understanding. Teachers thoughtfully adapt the curriculum to enable pupils with special educational needs and/or disabilities, or other additional barriers, to be successful.

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Early years Strong standard

Provision in the early years is a significant strength. Skilled practitioners ensure that children establish strong foundations for future learning. For example, children love story time. Early reading and writing are developed robustly. Phonics teaching is highly effective. Staff use purposeful questioning and skilled interactions to deepen children's understanding consistently well. They extend children's vocabulary systematically through rich conversations. As a result, children's language development is secure.

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Early years Strong standard

Leaders have carefully designed a curriculum that enables progress across all areas of learning. Staff assess children's starting points meticulously. They put support in place where they identify gaps or barriers. Children progress very well from their starting points.

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Early years Strong standard

Classrooms are stimulating, inviting and well organised. Children feel safe and engage consistently well with their learning. They demonstrate curiosity, resilience and positivity. Children benefit from warm working relationships with staff who motivate and encourage them. Staff monitor children's wellbeing carefully. They are quick to provide reassurance and support.

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Early years Strong standard

Children's social and emotional development is reinforced throughout the day, including during snack and lunchtimes. Children listen attentively and speak confidently. Staff skilfully maintain children's focus and engagement. They constantly reinforce positive attitudes to learning. Children are extremely well prepared for the transition into Year 1.

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Inclusion Strong standard

Inclusion is at the centre of everything the school does. Leaders and staff identify pupils' needs swiftly and accurately. They know pupils well and have a detailed understanding of how to support different types of need. This begins in the early years, where children who face barriers to learning and/or wellbeing are identified and supported quickly. Leaders work closely with families and external professionals to secure additional help as needed.

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Inclusion Strong standard

Pupils with special educational needs and/or disabilities study the same curriculum as their peers. These pupils, alongside others with additional needs, are supported skilfully by staff. Leaders provide staff training to ensure that work in lessons is suitably adapted to match pupils' needs. Pupils who attend the 'Enhanced Learning Provision' benefit from meticulously tailored support. Here, individual needs are very well understood and pupils are nurtured from the early years onwards.

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Inclusion Strong standard

Leaders have a clear vision for supporting vulnerable pupils socially and academically. Pupils enjoy a wide range of enrichment opportunities which build their confidence, independence and leadership skills effectively. Leaders use additional funding expertly to support pupils who are disadvantaged. As a result, these pupils receive purposeful support that enables them to thrive. They achieve highly in national tests.

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Leadership and governance Strong standard

Leaders have a very clear understanding of the school and its context. They meticulously evaluate its strengths and areas for development. Their decisions are based on a clear rationale for improvement and the impact is monitored closely. The actions leaders take lead directly to enhancements in pupils' experiences and outcomes. Leaders ensure that the school is welcoming and fun, providing academic rigour and enriching experiences.

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Leadership and governance Strong standard

Leaders know pupils and their families extremely well. They put pupils' best interests at the heart of everything they do. Leaders engage very effectively with parents, carers and the local community. They understand the importance of all stakeholders' involvement in their strategy for school improvement.

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Leadership and governance Strong standard

Leaders put in place a high-quality professional learning programme for staff. They draw upon expertise within the trust to provide meaningful and impactful training. Workload is manageable and staff value leaders' consideration of their wellbeing. Leaders consider staff views when making decisions. As a result, staff morale is high.

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Leadership and governance Strong standard

Trustees and governors have a highly effective partnership with the school. They offer robust levels of support and challenge, and ensure that statutory duties are met. For example, they oversee safeguarding systems, attendance tracking and the impact of additional funding. Trustees and governors maintain a detailed understanding of the school and its context. They work closely with leaders to reinforce a culture of high ambition and continual improvement. This ensures that all pupils have the opportunity to be the best that they can be.

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Personal development and wellbeing Strong standard

Leaders have designed a thoughtful and ambitious personal development programme. They plan a wide range of engaging clubs, trips, workshops and cultural experiences to deepen pupils' knowledge and skills. Leaders track pupils' participation carefully. They provide funding and adjust timings so that all pupils can benefit. As a result, pupils who are disadvantaged or who face additional barriers participate fully. All pupils have equal access to opportunities to understand the world around them.

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Personal development and wellbeing Strong standard

There is a clear focus on developing pupils' independence and building their self-confidence. This starts in the early years and progresses as pupils move through the school. Pupils are cared for well. Key staff are available to support them when needed. Pupils feel heard and valued. They are proud of the way they support each other.

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Personal development and wellbeing Strong standard

Personal, social, health and relationships education is carefully structured so that pupils learn about key issues in a supportive and age-appropriate way. They understand diversity and demonstrate tolerance. Pupils know how to stay safe online and what makes a healthy relationship. They talk eloquently about ways to look after their physical and mental wellbeing. Pupils can explain important concepts such as equality and democracy.

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Personal development and wellbeing Strong standard

There are many opportunities for pupils to participate in enrichment activities, such as drama workshops and charitable fundraising. There are a number of pupil leadership roles, such as peer mentors and corridor monitors. These develop pupils' sense of responsibility. The pupil parliament contributes significantly to school life. 'Pupil ministers' take ownership of areas such as wellbeing and respecting rights. Pupils value being able to have a notable impact on how the school works for its community. They develop the skills and knowledge they need to become responsible citizens. As a result, pupils are extremely well prepared for their next steps, including the transition to secondary school.

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Attendance and behaviour Expected standard

Leaders have prioritised pupils' attendance. They analyse attendance data carefully and use a range of systems to improve it. Pupils and their families receive individual support from key members of staff and external agencies. Pupils understand the importance of coming to school every day. Overall, pupils attend well. As a result of leaders' work, the number of pupils who are frequently absent is significantly reducing. However, some pupils continue to miss school too often. Leaders and staff work hard to support these pupils and their families.

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Attendance and behaviour Expected standard

Pupils behave very well and are kind to each other. They listen carefully in lessons and show highly positive attitudes to learning. The atmosphere around the school is calm, orderly and purposeful. Leaders have established high expectations of behaviour and pupils understand why they should behave well. Clear routines are followed from nursery onwards. Supportive working relationships between pupils and staff are key to pupils' excellent conduct. Bullying is rare and pupils are confident that staff will take swift action when it does happen. Leaders carefully monitor behaviour patterns. They have a precise understanding of factors affecting behaviour and use this to provide a range of support to pupils who need it.

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

Pupils flourish here. There are high expectations for all. Pupils are well supported and enjoy learning. They feel proud of their school. Pupils are safe and bullying is rare. Pupils are certain that staff will sort out any issues quickly if they arise.

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

Pupils behave very well in and out of lessons. Routines are clear and pupils express themselves with confidence. Working relationships between staff and pupils are warm and caring, meaning that pupils feel able to learn from mistakes. Lessons are calm. Pupils are kind and helpful to each other. This contributes to a sense of belonging and a friendly school.

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

In the early years, children engage in purposeful learning that builds their knowledge very efficiently. Throughout the school, the broad curriculum enables pupils to learn successfully and securely as they move through each year group. In classrooms, pupils listen attentively and communicate clearly. Those who face barriers to learning receive the support they need to access the curriculum effectively and achieve well. Pupils' achievement in national tests is consistently above average.

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

Inclusion is firmly embedded throughout the school. Pupils who require emotional support receive individual help, enabling them to engage with learning and school life in general. Pupils with special educational needs and/or disabilities learn alongside their peers and benefit from the same ambitious curriculum.

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

The school's approach to pupils’ spiritual, moral, social, and cultural development is also highly inclusive. Pupils enjoy the wide range of additional opportunities they are offered.

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Team inspectors:

Ogugua Okolo-Angus, Ofsted Inspector Shaun Dodds, Ofsted Inspector Nick Osborne, Ofsted Inspector

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Facts and figures used on inspection

They take part in numerous trips and cultural activities that broaden their learning. Charitable work and community involvement develop pupils' character and sense of citizenship. Pupils are very well prepared for the next stage of their education.

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Next steps

Leaders should continue to strengthen the impact of their work to reduce levels of persistent absence.

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About this inspection

This school is part of the STEP Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Paul Glover, and overseen by a board of trustees, chaired by Ross Gardner.

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About this inspection

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

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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 HMI.

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About this inspection

Inspectors spoke with the executive director of primary, the school's executive headteacher, and other leaders from the school and trust during the inspection. The lead inspector met with representatives from the trust, including the CEO, and governors.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Headteacher: Cherene Joseph This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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About this inspection

The inspector(s) used this data during the full inspection on 9 June 2026

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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.

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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.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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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.

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What does this mean?

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

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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.

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What does this mean?

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

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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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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.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

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

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

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Disadvantaged pupils reaching the expected standard in mathematics

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

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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.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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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.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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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.

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Persistent absence

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

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Exceptional

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

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Strong standard

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

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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.

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Needs attention

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

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Urgent improvement

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

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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.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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