Paxton Primary School
- Paxton Primary School
Woodland Road
London
SE19 1PA - Head: Mr Jeff Muhammad
- T 020 8670 2935
- F 02087 666 843
- E paxton@ghf.london
- W www.paxtonprimary.co.uk
- A state school for boys and girls aged from 3 to 11.
- Boarding: No
- Local authority: Lambeth
- Pupils: 531
- Religion: Does not apply
-
Ofsted:
- Latest Overall effectiveness Requires improvement 1
- Early years provision Requires improvement 1
- Outcomes for children and learners Requires improvement 1
- Quality of teaching, learning and assessment Requires improvement 1
- Personal development, behaviour and welfare Requires improvement 1
- Effectiveness of leadership and management Requires improvement 1
- 1 Full inspection 7th June 2022
- Previous Ofsted grade: Outstanding on 12th March 2013
- Ofsted report: View the Ofsted report
What the school says...
Paxton Primary School is a 1 form entry school based in West Norwood, South London.
Paxton joined Gipsy Hill Federation in 2009 and along with other schools in the Federation, benefits from and shares a rich range of expertise and skills. We are incredibly proud that Ofsted has judged our school as Outstanding in all areas (March 2013).
We are currently a one-form entry school with two Reception classes and are very excited about our current development project. In September 2016 the children will move into a brand new school building, currently being built on our school site, which will grow incrementally to be three forms of entry, reaching full capacity in 2022.
We believe that every child can attain educational excellence. Our exceptionally skilled staff are dedicated to high standards and committed to enabling all children to reach their full potential, across our wonderfully broad, creative and stimulating curriculum. We provide a supportive and purposeful environment, in which children are eager to learn and excited about taking on new experiences and skills.
Our children develop self-esteem, self-worth and a sense of pride in themselves and their school. They respect and understand the needs of others, work well together and contribute fully to the vibrant life of the school, making it an amazingly enriched community. This fantastic start in their school life enables them to flourish and develop into unique and self-confident individuals, who can contribute fully to and thrive in the wider world.
"STAFF ARE PASSIONATE ABOUT GIVING THE PUPILS THE BEST OPPORTUNITIES THEY CAN IN ORDER TO MAKE SURE THEY ARE EXCELLENTLY WELL PREPARED FOR THE NEXT STAGE IN THEIR EDUCATION." MARCH 2013 OFSTED REPORT
We value and welcome the involvement and commitment which our parents/carers show in the education of their children. We know that it is the good working relationship between children, staff, parents/carers and governors, which contributes so greatly to the overall effectiveness and success of this school.
We are keen to offer prospective parents tours at the beginning of each academic year, so please do contact us directly if you would like a visit to learn more about the school. ...Read more
This is not currently a GSG-reviewed school.
Do you know this school?
The schools we choose, and what we say about them, are founded on parents’ views. If you know this school, please share your views with us.
Please login to post a comment.
Overall school performance (for comparison or review only)
Entry/Exit
Special Education Needs
Inclusion is at the heart of everything we do at Gipsy Hill Federation. Our aim is to ensure that every child is fully included both academically and socially; and that we meet the needs of all children so that every individual child makes accelerated progress and meets their full potential. Quality First Teaching by the class teacher is at the core of this aim. All planning is therefore differentiated so that all children can fully access the curriculum and make progress at their level. Building on this Quality First Teaching, there is also an additional range of support and expert advice which can be put in place to meet the needs of children with special educational needs or when we identify that a child might be underachieving. If you are concerned about your child, please speak to your child's class teacher and/or the school's SENCo. They will be able to advise you on the range of support available and what would best meet the needs of your child. All support given will be measured according to the aims of the intervention to ensure that it has the desired impact as well as to ensure children are generalising and transferring the skills they learn back to the classroom. All teachers at Gipsy Hill Federation are committed to creative and inclusive learning environments which aim to meet the needs of all pupils. The learning environment incorporates different learning styles, gender, cultural diversity and a variety of interests. Different presentation techniques are used including interactive displays and table-top displays. All our displays include questions and allow the opportunity for the child to engage with the display. We strive to find a balance between aids that support the children with their learning eg number lines and key vocabulary, but also to ensure we allow opportunities to celebrate the children’s own work and learning by displaying it clearly and prominently in their classroom and around the school environment. Our classrooms incorporate opportunities to display a balance of all areas of the curriculum and displays are regularly changed and updated. For children with specific needs the learning environment may include their own timetable, a now and next support grid, or an established area of the classroom with their own work station. Following a very successful Inclusion Quality Mark assessment at Kingswood, Elm Wood, Paxton and Glenbrook in February 2015, these schools have now been confirmed as IQM Centres of Excellence.
Interpreting catchment maps
The maps show in colour where the pupils at a school came from*. Red = most pupils to Blue = fewest.
Where the map is not coloured we have no record in the previous three years of any pupils being admitted from that location based on the options chosen.
For help and explanation of our catchment maps see: Catchment maps explained
Further reading
If there are more applicants to a school than it has places for, who gets in is determined by which applicants best fulfil the admissions criteria.
Admissions criteria are often complicated, and may change from year to year. The best source of information is usually the relevant local authority website, but once you have set your sights on a school it is a good idea to ask them how they see things panning out for the year that you are interested in.
Many schools admit children based on distance from the school or a fixed catchment area. For such schools, the cut-off distance will vary from year to year, especially if the school give priority to siblings, and the pattern will be of a central core with outliers (who will mostly be siblings). Schools that admit on the basis of academic or religious selection will have a much more scattered pattern.
*The coloured areas outlined in black are Census Output Areas. These are made up of a group of neighbouring postcodes, which accounts for their odd shapes. These provide an indication, but not a precise map, of the school’s catchment: always refer to local authority and school websites for precise information.
The 'hotter' the colour the more children have been admitted.
Children get into the school from here:
regularly
most years
quite often
infrequently
sometimes, but not in this year
The Good Schools Guide newsletter
Educational insight in your inbox. Sign up for our popular newsletters.