Croft Primary School

Croft Primary School is a community primary school undergoing rapid change. Leaders have introduced new curriculum and behaviour systems that have improved attendance and reduced suspensions, and parents recognise the positive direction of travel. Pupils are generally happy, polite and curious, behaviour is well managed, and safeguarding arrangements are effective. The school has a clear ambition for its curriculum and an accurate understanding of what needs to improve, but some changes are too recent for their impact to be fully evaluated. The quality of education and early years provision require improvement. Pupils’ recall of key knowledge varies across subjects, and curriculum implementation is not consistently strong in English and mathematics. Recent strategies to close gaps are beginning to help but are not yet reflected in published outcomes. In the early years, the curriculum is being revised, but independent learning does not consistently build children’s communication and vocabulary, and too much important knowledge is left to chance. Notable strengths include strong SEND support, a broad and rich personal development offer, improved attendance and punctuality, and effective safeguarding. Pupils benefit from opportunities such as the school council, the Green Team, choirs, productions and instrumental learning. Leadership is well regarded by staff, and governors provide appropriate support and challenge. The main priorities are to strengthen curriculum implementation across all subjects and to make early years independent learning more purposeful so that all children can catch up and deepen their understanding.

Strengths

• Pupils are happy, polite and curious and appreciate the kindness and support they receive from staff.
• Clear behaviour expectations help create a safe, purposeful and nurturing environment.
• Pupils with SEND are identified quickly and supported effectively through resources, adult support and adaptations.
• Personal development provision is broad and rich, nurturing pupils’ individual talents and interests.
• Pupils take on roles such as school council and Green Team, developing responsibility and community awareness.
• Attendance and punctuality have improved through clear systems and support for families.
• Safeguarding arrangements are effective.
• Governors receive useful information and provide appropriate support and challenge.
• Staff appreciate the consideration given to their workload during changes.

Areas for Improvement

• Curriculum implementation is inconsistent, including in English and mathematics, so pupils’ recall of key knowledge varies.
• The school’s curriculum vision, including in early reading, English and mathematics, is not fully realised and staff expertise needs strengthening.
• Recent strategies to close gaps in pupils’ knowledge are not yet reflected in published outcomes.
• Occasional inconsistencies in phonics teaching can slow pupils’ reading progress.
• In early years, independent play does not consistently develop children’s communication and vocabulary.
• Too much important early years knowledge is left to chance during independent learning, limiting support for children with gaps.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Croft Primary School attended 95.0% of sessions (the national figure for primary schools was 94.8%). 13.1% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 1.6% of pupils at Croft Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Croft Primary School had 21.9 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 0.0% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 14.3% of pupils at Croft Primary School were on SEN support (nationally 15.4%) and 0.8% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Croft Primary School received £7,043 and spent £6,867 for each of its 364 pupils. It ended the year with reserves of £161,000 (£442 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Sutton-In-Ashfield · Nottinghamshire local authority: places and applications

What is Croft Primary School's Ofsted rating?

The latest Ofsted rating for Croft Primary School is Requires Improvement, from an inspection in March 2025.

When was Croft Primary School last inspected by Ofsted?

Croft Primary School was last inspected in March 2025.

How many pupils does Croft Primary School have?

Croft Primary School has 364 pupils on roll.

What age range does Croft Primary School cover?

Croft Primary School for pupils aged 5 to 11.

What are Croft Primary School's SATs (KS2) results?

In 2025, 59% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Croft Primary School?

Croft Primary School is at Station Road, Sutton-in-Ashfield, Nottinghamshire, NG17 5FJ.