Crawford Primary School
- Crawford Primary School
Crawford Road
London
SE5 9NF - Head: Ms Vicky Shires
- T 020 7274 1046
- F 02077 383 226
- E crawford@ghf.london
- W www.crawfordprimary.co.uk
- A state school for boys and girls aged from 3 to 11.
- Boarding: No
- Local authority: Southwark
- Pupils: 456
- Religion: Does not apply
-
Ofsted:
- Latest Overall effectiveness Good 1
- Early years provision Good 1
- Outcomes for children and learners Good 1
- Quality of teaching, learning and assessment Outstanding 1
- Personal development, behaviour and welfare Outstanding 1
- Effectiveness of leadership and management Outstanding 1
- 1 Full inspection 3rd October 2019
- Previous Ofsted grade: Outstanding on 12th March 2013
- Ofsted report: View the Ofsted report
What the school says...
Crawford Primary School is a 3 form entry school based in Camberwell, South London. We joined Gipsy Hill Federation in 2011 and during our most recent Ofsted Inspection in March 2013, we were judged as Outstanding in all areas. However, we believe that the outstanding grade that we have received is merely a benchmark and we seek to improve on our practice daily to ensure that we are consistently challenging ourselves to provide the very best platinum education for our children.
"OUTSTANDING PROVISION IN THE NURSERY MEANS PUPILS GET OFF TO AN EXCELLENT START IN THEIR LEARNING." MARCH 2013 OFSTED REPORT
At Crawford Primary School we believe in and value every child and adult who enters our doors. We encourage each person to show value and respect towards one another, joining together to build a happy, forward-thinking community. We encourage the parents and carers of the children who attend our school to play an active role in the education of their children. One of our favourite times of the week is Friday mornings when all parents and carers join their children to read together in classes.
Inclusion is at the heart of our school which makes it a place where all pupils are encouraged to achieve their full potential and develop into intelligent, creative and ambitious young learners. Our rich curriculum, which is delivered by outstanding teachers in a positive and inclusive manner, ensures that all children are constantly challenged and have lots of fun whilst doing so. This outstanding learning behaviour enables all children to make accelerated and progress, which is something that was celebrated in September 2015 when we received an award from Southwark Council for Outstanding Pupil Progress.
We provide children with a stimulating and engaging learning environment which showcases the outstanding learning that takes place in the classrooms. The education that we offer our children is cutting edge and evokes critical learners and philosophical thinkers. We are very proud of the children who attend our school and in turn they are extremely proud to be members of Crawford Primary School. ...Read more
This is not currently a GSG-reviewed school.
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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
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