Paxton Primary School
- Paxton Primary School
- Head: Mrs Sarah Drew
- T 020 8670 2935
- F 02087 666 843
- E firstname.lastname@example.org
- W www.gipsyhillf…eration.org.uk
- A mainstream state school for pupils aged from 3 to 11
- Boarding: No
- Local authority: Lambeth
- Pupils: 232
- Religion: Does not apply
- Current Ofsted grade: Outstanding on 13th March 2013
- Previous Ofsted grade: Good on 28th April 2010
- 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
What the parents say...
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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.
|Condition||Provision for in school|
|ASD - Autistic Spectrum Disorder|
|Aspergers Syndrome [archived]|
|Attention Deficit Hyperactivity Disorders|
|Attention Deficit Hyperactivity Disorders [archived]|
|CReSTeD registered for Dyslexia|
|Delicate Medical Problems [archived]|
|English as an additional language (EAL)||Y|
|Has an entry in the Autism Services Directory|
|Has SEN unit or class|
|HI - Hearing Impairment|
|MLD - Moderate Learning Difficulty|
|MSI - Multi-Sensory Impairment|
|Natspec Specialist Colleges|
|OTH - Other Difficulty/Disability|
|Other SpLD - Specific Learning Difficulty|
|PD - Physical Disability|
|PMLD - Profound and Multiple Learning Difficulty|
|SEMH - Social, Emotional and Mental Health|
|SLCN - Speech, Language and Communication|
|SLD - Severe Learning Difficulty|
|Special facilities for Visually Impaired|
|SpLD - Specific Learning Difficulty|
|VI - Visual Impairment|