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Open Days and Evenings

Come and get an inside look at West Thornton Primary School. 

You are welcome to visit us at our OPEN DAYS and EVENINGS on:

Wednesday 20th October at 10am

Tuesday 2nd November at 6.30pm

Wednesday 10th November at 10am

Thursday 18th November at 6.30pm

Tuesday 7th December at 10am


Thank you for considering West Thornton Primary School as a school for your child starting in September 2022.  

West Thornton Primary School is a split site, five form entry inclusive primary school situated in Croydon, with the space to welcome 150 children to our Reception setting each year. 

Our vision and values underpin all that we do, and we ensure that through our teaching, learning and provision, every child is given the best possible beginning to their education in order to make great strides in their learning. We work closely with outside agencies to meet any additional needs of the pupils, and partnerships with parents are crucial to us in supporting pupils' learning, progress and happiness. We have a ‘limitless minds’ approach to our learning and strongly believe that all children have the potential to achieve well when provided with rich learning opportunities, experiences, care and guidance. We challenge our children and ourselves to be the best we can be in a safe, creative, rich and purposeful environment.

Our learning is planned around a skills based global curriculum that we feel is relevant for life and learning in the 21st Century, and critically important for future success. We believe that global learning helps pupils make sense of the increasingly complex and rapidly changing world in which they live. Each half term we plan the pupils learning in depth using a core-text approach, engaging the children high quality texts and rich and meaningful learning experiences which ensures they feel connected to their learning and the world around them. 

In our most recent Challenge Partners review in June 2021, West Thornton was judged ‘Leading’ in all areas. Their judgement included:

  • All leaders are aspirational and have high expectations. They understand the context of their school well. This allows them to design a curriculum that is ambitious and that "equips pupils with the knowledge, skills and values they need to embrace the opportunities and challenges they encounter, creating a future that they want to live in.”

  • The work around character skills has paid dividends. Pupils’ personal, social and emotional development is a key focus of the school. Pupils are polite and friendly. They listen to each other respectfully - both in discussion and when reading to the visiting reviewer. They are not afraid to challenge one another, enjoy self- evaluating using their “honesty sheet” and share their feelings with their teachers or peers during lessons (thumbs up or down). They clearly benefit from a supportive and positive learning environment.

  • There is a collegiate approach to school improvement and a clear drive to ensure that teaching and learning is of the best quality. Despite the challenges faced during the pandemic, leaders have relentlessly eradicated any under-performance in teaching. Non-negotiables in terms of pedagogical methods have secured more consistency. As a result, pupils speak highly of their lessons where they frequently “interact with teachers and children” and where teachers “make their brains work more”. This means that they benefit from talking about their learning with their classmates, giving each other feedback and respectfully challenging each other’s ideas.

  • Vulnerable pupils and pupils with SEND access the same curriculum as their peers, when appropriate. The newly appointed special educational needs coordinator, teachers and teaching assistants work very well together. They are ambitious for their pupils because they know and support them well. Staff build strong partnerships with external agencies.

  • Pupils enjoy a range of extracurricular activities to enhance the curriculum. The junior leadership team (JLT) scheme allows pupils to have a stronger voice. Leaders are innovative and ambitious. They engage the JLT with some aspects of the monitoring process, such as book scrutiny, learning walks and meeting with governors. In a recent newsletter to parents, the headteacher shared: “the headteacher of a local school was very complimentary about the changes that had been made since her last visit over a year ago. She took away lots of ideas to share with staff in her school.” The school is now seen as a beacon of best practice.

  • Self-evaluation is robust and based on a thorough analysis of progress data, frequent monitoring of teaching and learning, book scrutiny and curriculum reviews to secure the best outcomes for pupils. School leaders have implemented forensic systems to track the progress of groups of pupils to ensure that none falls behind and underachieves. For example, the use of standardised testing and moderation activities from the Early Years Foundation Stage (EYFS) to Year 6, supports the robust assessment systems that the school has in place.

  • Close monitoring of key priorities is apparent in the school development plan and self-evaluation documents. This is an information rich school where communication with key stakeholders is strong. The views of staff, parents and pupils are regularly sought and considered. They feel listened to and valued.

  • Leaders provide targeted support for disadvantaged pupils. This support focuses on pupils’ academic and emotional needs as well as ensuring that every pupil has equal access to all aspects of school life. As a result, these pupils have confidence and high self-esteem, which has a positive impact on their progress. A ‘hard-to-reach’ parent shared: “My daughter wants to come to school every day now. We feel very well supported. The school has become the main support system for our family.”

  • Governors and leaders have worked tirelessly and effectively to improve the school. They believe that both sites “work as one”. They recognise the significant impact the new strategies and policies have had, particularly on the most vulnerable.

For more information please call the school office on 020 8684 3497 or email us at


All schools in Croydon have a single point of entry for reception and admit children in September. Please visit the Croydon website for further details and an online application form at

Please click here to view the Croydon Primary School Admissions Booklet.

We consider every member of our school community to be a life-long learner and value all contributions to the continued improvements to our school.