School etc

Aveley Primary School

Aveley Primary School
Stifford Road
Aveley
South Ockendon
Essex
RM154AA

01708 865868

Headteacher: Miss Nicola Shadbolt

School holidays for Aveley Primary School via Thurrock council

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378 pupils aged 4—10y mixed gender
252 pupils capacity: 150% full

200 boys 53%

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175 girls 46%

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Last updated: July 21, 2014


Primary — Community School

URN
114836
Education phase
Primary
Establishment type
Community School
Establishment #
2382
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
Area
Town and Fringe - less sparse
Free school meals %
21.70

Rooms & flats to rent in South Ockendon

Schools nearby

  1. Aveley County Infant School RM154AA
  2. 0.5 miles Belhus Chase Specialist Humanities College RM154RU
  3. 0.5 miles Ormiston Park Academy RM154RU (478 pupils)
  4. 0.7 miles St Cedd's RC School RM155JY
  5. 0.8 miles Somers Heath Primary School RM155LX (238 pupils)
  6. 0.8 miles Kenningtons Primary School RM154NB
  7. 0.8 miles Knightsmead School RM155NH
  8. 0.8 miles Kenningtons Primary Academy RM154NB (418 pupils)
  9. 0.9 miles Dilkes Primary School RM155JQ
  10. 0.9 miles Dilkes Academy RM155JQ (470 pupils)
  11. 1.1 mile Holy Cross Catholic Primary School RM155RP (317 pupils)
  12. 1.2 mile Thurrock Pupil Referral Unit RM155RR (95 pupils)
  13. 1.2 mile Woodacre School RM155AY
  14. 1.2 mile The Dacre School RM155AY
  15. 1.2 mile Beacon Hill School RM155AY
  16. 1.2 mile Beacon Hill Academy RM155AY (70 pupils)
  17. 1.2 mile Thurrock Pupil Referral Unit RM155RR
  18. 1.3 mile Shaw Primary School RM155QJ
  19. 1.3 mile The Ockendon School RM155AY
  20. 1.3 mile Shaw County Infant School RM155QJ
  21. 1.3 mile Shaw County Junior School RM155QJ
  22. 1.3 mile The Ockendon Academy RM155AY (1008 pupils)
  23. 1.3 mile Shaw Primary Academy RM155QJ (427 pupils)
  24. 1.5 mile Purfleet Primary School RM191TA

List of schools in South Ockendon

Ofsted report transcript

School report

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
learning.
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
account.
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
investigations.
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.

Inspection team

Geof Timms Additional Inspector
Jane Richmond Additional Inspector
Mandy Wilding Additional Inspector

Full report

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.

Inspection judgements

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
    starting points.
  • 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
    well.
  • 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
    progress.
  • 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
    progress.
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
    class blogs.
  • 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
    attendance.
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

School

Grade Judgement Description
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
improvement
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.

School details

Unique reference number 114836
Local authority Thurrock
Inspection number 441994

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 380
Appropriate authority The governing body
Chair Daniel Jones
Headteacher Nicola Shadbolt
Date of previous school inspection 9 October 2012
Telephone number 01708 865868
Fax number 01708 869375
Email address admin@aveleyprimary.thurrock.sch.uk

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