Aveley Primary School
Headteacher: Miss Nicola Shadbolt
reveal email address
School holidays for Aveley Primary School via Thurrock council
252 pupils capacity: 150% full
200 boys 53%
175 girls 46%
Last updated: July 21, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 557042, Northing: 180162
- GPS coordinates
- Latitude: 51.499, Longitude: 0.26104
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 25, 2014
- Region › Const. › Ward
- East of England › Thurrock › Aveley and Uplands
- Town and Fringe - less sparse
- Free school meals %
- Aveley County Infant School RM154AA
- 0.5 miles Belhus Chase Specialist Humanities College RM154RU
- 0.5 miles Ormiston Park Academy RM154RU (478 pupils)
- 0.7 miles St Cedd's RC School RM155JY
- 0.8 miles Somers Heath Primary School RM155LX (238 pupils)
- 0.8 miles Kenningtons Primary School RM154NB
- 0.8 miles Knightsmead School RM155NH
- 0.8 miles Kenningtons Primary Academy RM154NB (418 pupils)
- 0.9 miles Dilkes Primary School RM155JQ
- 0.9 miles Dilkes Academy RM155JQ (470 pupils)
- 1.1 mile Holy Cross Catholic Primary School RM155RP (317 pupils)
- 1.2 mile Thurrock Pupil Referral Unit RM155RR (95 pupils)
- 1.2 mile Woodacre School RM155AY
- 1.2 mile The Dacre School RM155AY
- 1.2 mile Beacon Hill School RM155AY
- 1.2 mile Beacon Hill Academy RM155AY (70 pupils)
- 1.2 mile Thurrock Pupil Referral Unit RM155RR
- 1.3 mile Shaw Primary School RM155QJ
- 1.3 mile The Ockendon School RM155AY
- 1.3 mile Shaw County Infant School RM155QJ
- 1.3 mile Shaw County Junior School RM155QJ
- 1.3 mile The Ockendon Academy RM155AY (1008 pupils)
- 1.3 mile Shaw Primary Academy RM155QJ (427 pupils)
- 1.5 mile Purfleet Primary School RM191TA
Ofsted report transcript
Aveley Primary School
Stifford Road, Aveley, South Ockendon, Essex, RM15 4AA
|Inspection dates||25–26 June 2014|
|Overall effectiveness||This inspection:||Good||2|
|Previous inspection:||Requires improvement||3|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Pupils make good progress from starting |
Standards in reading, writing and
The gap in progress between those entitled
Pupils’ behaviour in and around the school is
points which are often well below those
typically found. Progress is rapidly improving
due to the good teaching.
mathematics are rising and the progress
made by pupils has risen consistently for
three successive years.
to pupil premium funding and their
classmates has narrowed. In Year 6 they are
making progress that is more rapid than that
of their peers.
good and has a positive impact on their
learning. The school takes great care to
ensure pupils’ safety.
| The quality of teaching is good with some that |
The headteacher and senior leaders have had
The governing body, with robust support from
is outstanding. Teachers create a purposeful
climate in which pupils are encouraged to try
their best at all times and to enjoy their
a significant impact on standards by improving
teaching and learning across the school. They
check very effectively on teachers’ work and
provide appropriate training for staff.
the local authority, has rapidly improved since
the last inspection. Governors are much more
rigorous in how they hold the school to
| Some teachers lack subject knowledge and |
expertise in science. Work is not always
pitched appropriately to reflect pupils’ prior
learning and there are too few opportunities
for pupils to experiment and carry out
| Teachers do not have sufficient opportunities |
to observe and work alongside excellent
practitioners in the school or in other schools.
Information about this inspection
- The inspectors observed teaching in 16 lessons. A number of these were observed jointly with
the headteacher and the deputy headteacher.
- Meetings and discussions took place with the headteacher, senior leaders, governors, pupils,
staff, parents and a representative of the local authority.
- Samples of pupils’ work were examined. Some pupils read books to the inspectors.
- The inspectors took account of the 12 responses to the online survey, Parent View, as well as
the 29 questionnaires completed by staff.
- The inspectors looked at a range of documents, including data on pupils’ progress and
attainment produced by the school, procedures for safeguarding, the school’s own evaluations of
its work, reports to the governing body and leaders’ plans for raising attainment.
|Geof Timms||Additional Inspector|
|Jane Richmond||Additional Inspector|
|Mandy Wilding||Additional Inspector|
Information about this school
- Aveley Community Primary is a larger than average-sized primary school.
- A large majority of the pupils are White British.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is above average. The proportion supported through school action plus or
a statement of special educational needs is also above average.
- An above-average proportion of pupils are supported by the pupil premium. This provides
additional funding for pupils who are known to be eligible for free school meals or who are
looked after by the local authority.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- The school shares the site with a children’s centre and pre-school setting. These are inspected
and reported on separately.
- The school runs a daily breakfast club for pupils.
What does the school need to do to improve further?
- Make more of the teaching consistently outstanding by providing more opportunities for teachers
to learn from the high quality practice already evident in this school and in other schools.
- Ensure pupils make more rapid progress in science by:
improving teachers’ subject knowledge and understanding in this subject
providing activities that build on pupils’ prior knowledge and learning
ensuring activities offer enough opportunities for investigation and experimentation.
|The achievement of pupils||is good|
- When they start school, most children have levels of knowledge and understanding which are
well below those typical for their age. They often have weak skills in reading, writing, speaking
and listening, number and in their use of tools such as pencils. Children make good progress in
the Reception classes although attainment remains below that expected by the end of the year.
- Standards attained at the end of Year 2 have been consistently below average in reading,
writing and mathematics in recent years. However, the amount of progress being made by
pupils is improving rapidly. Current Year 2 pupils, including the more able, are making good
progress and more are attaining the higher levels than has been the case in the past.
- Attainment at the end of Year 6 in 2013 was broadly average although too few pupils reached
the higher levels. However, this represented good progress from their starting points. The
progress made by pupils has improved consistently over the past three years. In 2013, it was
above average in writing and mathematics, while in reading progress was significantly above
average. The small number of more-able pupils who attained the higher levels at Key Stage 1
made at least the progress expected of them in all three subjects.
- The progress made since Year 2 by the current Year 6 is above that expected in reading, writing
and mathematics. The progress they have made during the past year has been marked,
especially for girls’ reading and mathematics and by girls and boys in writing. Pupils are on track
to reach similar levels to last year and this again represents good progress from their different
- The results of the Year 1 check on pupils’ skills in linking letters and sounds (phonics) show
standards in 2013 were slightly below the national average, although this represented good
progress given their attainment on entry to the school. Progress in reading throughout the
school is good. Pupils in the school as a whole have good phonic skills and are able to read
words accurately. The progress made in writing is good and pupils have good opportunities to
write for a range of purposes. In Year 5, for example, high quality writing was observed when
pupils wrote imaginative stories based on Greek myths.
- In mathematics, good achievement is evident throughout the school. Year 6 pupils found an
activity involving the construction of a container to hold a specific measured volume very
challenging and they learned a lot through this very practical activity. However, achievement in
science is less good. The school’s data shows pupils’ progress here is below that in reading,
writing and mathematics. Work in books is less well matched to pupils’ different prior learning
and pupils do not have sufficient opportunities to undertake practical and investigative activities.
- There is evidence of good achievement in other subjects. Some high quality art work completed
by Year 6, as part of a project with a local high school, was particularly effective in illustrating
pupils’ understanding of a well-known poem. Writing skills are being further developed through
very effective use of new technology, as each class contributes to a blog and communicates with
pupils in other schools, including some in other countries.
- Disabled pupils and those who have special educational needs receive effective extra help, and
the impact of this support is evident in their current progress. The school’s pupils from minority
ethnic backgrounds, especially those from a Roma heritage, make good progress and achieve
- Until this year, there was a significant gap between the attainment of pupils supported through
the pupil premium funding and their classmates, with eligible pupils often being over a year
behind especially in reading and writing. Even so their progress was good. The current pupils in
Year 6 have successfully narrowed this gap by making more rapid progress than their classmates
and are now just a term behind in writing and half a term in reading and mathematics.
|The quality of teaching||is good|
- Pupils’ work, the school’s assessment data and inspectors’ direct observations in lessons all
provide evidence that teaching is consistently good. Past inconsistencies have been addressed
by the school and more of the teaching shows outstanding features. This matches the school’s
view, which is based on evidence drawn from the much improved monitoring procedures now
used by leaders. This currently good teaching has a positive impact on pupils’ learning and
- Leaders fully intend to make more of the teaching outstanding. The work done to improve the
way the school checks teachers’ performance, to introduce new teachers to the staff team and
to continue their professional development through training, such as that for talking and writing,
is proving very effective. However, teachers have not had enough opportunities to observe and
work with outstanding practitioners, within the school or in other schools, so that high quality
teaching skills can be spread more widely.
- Teachers ensure pupils’ attitudes to their learning, and their interest in their work, are strong.
Pupils talk positively about how they enjoy lessons and how they learn new things. One
explained how he had recently learned a new method for multiplication, for example. Other
pupils spoken to talked about how much they enjoy mathematics and physical education, which
reflects the recent improvements in the teaching of these subjects.
- Teachers’ use of assessment information and other data is good and has improved greatly since
the last inspection. They are aware of how well every individual in their class is learning over
time. This helps them check the progress of different groups, such as those eligible for the pupil
premium, disabled pupils and those with special educational needs, for example.
- Teaching in science is less good than in other subjects because some staff have insufficient
subject knowledge and expertise to ensure consistently good quality teaching in this subject.
Nonetheless, a recent ‘science week’, when pupils could experience a variety of topics, was
effective and very popular.
- The regular marking of pupils’ work provides them with clear suggestions for improvements and
is constructive. Pupils talk positively about how helpful they find teachers’ marking, and say they
appreciate the way the ‘green for growth’ system gives them useful advice on how to improve.
Pupils enjoyed talking about and sharing their work with the inspectors and showed a real pride
in their efforts.
- Pupils who find learning more difficult and those who have specific learning needs are supported
effectively. Teaching assistants work particularly well with the pupils who have a statement of
special educational need. This helps those pupils take a full part in school life and make good
|The behaviour and safety of pupils||are good|
- The behaviour of the pupils is good. In most lessons observed, pupils were well behaved and
showed very positive attitudes to learning. This has a positive impact on their learning and
progress, and they thoroughly enjoy their work. Other evidence seen by inspectors confirms that
this kind of good behaviour is typical of the school over time.
- Children in the Reception classes are clearly used to the school’s routines and they start the day
happily and productively, quickly settling down to a range of activities. This is supported by most
parents’ positive views about how much their children enjoy school. The children also
demonstrated very good social development when they welcomed pre-school children who will
join the school next year. One parent commented about how kind and helpful they were.
- Pupils talk openly about the lessons and other aspects of school life which they enjoy. They
clearly like school. One described their class as ‘one big family’. Older pupils praised the way
teachers help them learn and said that ‘there is always something different to do’.
- The school’s work to keep pupils safe and secure is good. Pupils say they feel safe in school, and
parents confirm this view. The school provides a good range of activities to help pupils’ learn to
stay safe, with a good emphasis on how to use new technology safely, such when using the
- Pupils say bullying is uncommon but dealt with well if it occurs. There have been few exclusions
in recent years, but when this has happened, it has been effective and in line with required
procedures. The support for pupils facing a range of challenging circumstances is very effective,
and case studies show these pupils are making good progress.
- The learning mentor provides pupils and families with a range of excellent support. She closely
monitors and supports pupils and the data shows this has a positive impact on their progress.
- The well-managed and organised breakfast club provides pupils with a calm and productive start
to the day as well as a healthy breakfast. On some days the sports coaches also take part to
organise a range of sporting activities.
- Attendance is broadly average. This represents a good improvement over recent years and is the
result of the school’s strong and successful focus on monitoring attendance and addressing any
persistent absenteeism. The majority of the parents appreciate the importance of full
|The leadership and management||are good|
- Since the last inspection, the headteacher, deputy headteacher, other senior leaders and the
reconstituted governing body have provided a much clearer and more focused direction for the
school. Leaders have worked hard and successfully to raise achievement, accelerate pupils’
progress and ensure more of the teaching is consistently good or better.
- Staff, governors and parents talk very positively about the direction the school is taking. The
headteacher is providing good leadership and is well supported by other senior leaders. The
improvements made to the quality of teaching are having a clear impact on pupils’ rapidly
improving progress. The school actively seeks innovative ideas, such as the purchase of a
double-decker bus to use as a library. Subject leaders, and others with leadership
responsibilities, are developing their roles well and receiving high quality support from the senior
leadership and appropriate training to develop their leadership skills.
- All staff who completed a questionnaire said they were proud to be working at the school. The
school’s view of its successes and areas for improvement is accurate and leaders know what
remains to be done to improve further. The planning for future improvement is detailed and
contains appropriate priorities.
- Regular meetings are held at which teachers discuss their pupils’ progress with senior leaders
and action plans are drawn up to address any perceived weaknesses. The assessments made of
pupils’ work are checked by the school’s own staff and those from other local schools, to make
sure they are accurate.
- The local authority has provided the school with very effective challenge and support, both for
senior leaders and for the governing body. Regular visits have been used to check on the
improvements made and to validate the school’s judgements. In addition, the school has been
active in using external expertise to help develop leaders’ skills in identifying strengths and
weaknesses in the work of teachers.
- Funding available through the pupil premium is used effectively to help eligible pupils to take a
full part in school life and benefit, where appropriate, from specific resources and additional help
from adults. This has been successful in raising their achievement and their current progress is
often above that expected. The good progress being made by these and other pupils is
monitored closely by the headteacher and governing body.
- The money available to promote physical education and sporting opportunities is used
effectively. Pupils are taking part in more sporting activities in school and in outside school
activities, and this is having a positive impact on their well-being and on their skills, particularly
in gymnastics and dance.
- The curriculum promotes pupils’ spiritual, moral, social and cultural development well. Staff are
working hard to ensure the school is ready for the imminent changes to the way subjects are
planned. Well-planned enrichment activities, such as the Year 6 visit to the local ‘Crucial Crew’
event, teach pupils about the importance of keeping themselves safe in various situations.
- The governance of the school:
Since the last inspection the governing body has undergone significant change. The local
authority appointed a number of experienced governors on a temporary basis to improve the
way the governing body was holding the school to account. This was very successful and
subsequently the governing body has been reconstituted to make its work more efficient. The
current governors are having a significant impact on school improvement.
The governing body holds the school to account through a range of monitoring activities.
There are regular visits, meetings with, and reports from, the headteacher and other staff.
Because of this, governors have an improved understanding of the quality of teaching and of
pupils’ progress. For example, a recent visit has been used to monitor pupils’ work in literacy,
with governors observing lessons, looking at pupils’ work and the teachers’ marking system,
and meeting with the subject leader.
Governors have a clear understanding of the system used to determine teachers’ effectiveness
in enabling pupils to make good progress. Decisions about teachers’ pay are appropriately
linked to performance and responsibilities and, where weaknesses have needed addressing,
the governing body has been appropriately involved.
Governors track finances well are fully involved in decisions about how to spend additional
money, such as the pupil premium and sports funding. They ensure safeguarding procedures
are in line with regulations in all respects.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||114836|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||380|
|Appropriate authority||The governing body|
|Date of previous school inspection||9 October 2012|
|Telephone number||01708 865868|
|Fax number||01708 869375|