Benhurst Primary School
Headteacher: Mr David Denchfield Ba (Hons) Npqh
School holidays for Benhurst Primary School via Havering council
420 pupils capacity: 74% full
160 boys 51%
150 girls 48%
Last updated: Sept. 30, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 552897, Northing: 186268
- GPS coordinates
- Latitude: 51.555, Longitude: 0.20402
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 19, 2014
- Region › Const. › Ward
- London › Hornchurch and Upminster › St Andrew's
- Urban > 10k - less sparse
- Free school meals %
- 0.2 miles Abbs Cross School and Arts College RM124YB
- 0.2 miles Abbs Cross Academy and Arts College RM124YB (836 pupils)
- 0.3 miles Elm Park Primary School RM125UA (395 pupils)
- 0.3 miles The Albany, A Business and Enterprise College RM124AJ
- 0.3 miles The Albany School RM124AJ (875 pupils)
- 0.6 miles Sanders School RM126RT (771 pupils)
- 0.7 miles Suttons Primary School RM126RP (216 pupils)
- 0.7 miles Wykeham Junior School RM124BP
- 0.7 miles Wykeham Infants' School RM124BP
- 0.7 miles Wykeham Primary School RM124BP (436 pupils)
- 0.8 miles Scotts Primary School RM126TH (213 pupils)
- 0.8 miles St Mary's Catholic Primary School RM124TL (423 pupils)
- 0.9 miles Hacton Primary School RM126AU (427 pupils)
- 0.9 miles Langtons Junior School RM113SD
- 0.9 miles Langtons Infant School RM113SD (241 pupils)
- 0.9 miles Mitchell Junior School RM125PP
- 0.9 miles Dunningford Primary School RM125JP
- 0.9 miles The R J Mitchell Primary School RM125PP (217 pupils)
- 0.9 miles Langtons Junior Academy RM113SD (354 pupils)
- 1 mile Birnam Wood Pupil Referral Unit RM113UR
- 1 mile Towers Junior School RM111PD (242 pupils)
- 1 mile The Tuition Centre RM113XX
- 1.1 mile Towers Infant School RM111HP (228 pupils)
- 1.2 mile Hylands Primary School RM111DA (485 pupils)
Benhurst Primary School
Benhurst Avenue, Elm Park, Hornchurch, RM12 4QS
|Inspection dates||11–12 October 2012|
|Overall effectiveness||This inspection:||Requires improvement||3|
|Achievement of pupils||Requires improvement||3|
|Quality of teaching||Requires improvement||3|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Requires improvement||3|
Summary of key findings for parents and pupils
This is a school that requires improvement. It is not good because
The school has the following strengths
| Some teaching is good, but not consistently |
Teaching does not always support pupils to
Progress from Year 1 to Year 6, while in line
so and especially in Key Stages 1 and 2.
help them understand what they are learning
and how they can show progress.
with national rates, is not rapid enough.
| Progress and attainment across the school in |
Leaders at all levels are not yet securing
Actions taken by senior leaders are not yet
English are not as strong as in mathematics
and there are differences between how well
boys and girls do.
enough improvement in teaching to make it
good or better.
bringing about more rapid progress for pupils.
| Leadership is shared effectively and leaders |
Leaders know the school well and use
Leaders at all levels work well together to
Where teaching is better the use of other
want pupils to do well.
accurate assessments of pupils’ learning to
plan school improvement. Staff and members
of the governing body cooperate effectively
on school self-evaluation.
adults is good because they question pupils
well and help them progress in their learning.
| Children make good progress in the Early Years |
Staff feel proud to be members of the school
Relationships throughout the school are good
Foundation Stage and settle well into Benhurst
and the school has a positive, friendly ethos.
Pupils behave well and are clear about what is
expected of them in terms of behaviour.
|Inspection report:||Benhurst Primary School, 11–12 October 2012||2 of 9|
Information about this inspection
- Inspectors observed 24 lessons, of which three were joint observations with senior leaders.
- Inspectors looked at pupils’ work and listened to pupils from Years 1, 2 and 6 reading.
- Meetings were held with pupils, the Chair of the Governing Body, a representative from the local
authority and school staff, including senior and middle leaders.
- Safeguarding paperwork was looked at, as well as incident logs, information on pupils’ progress,
minutes of meetings held by the governing body, and the school’s self-evaluation.
- Inspectors took account of the views of 43 parents through the Parent View website and written
communication during the inspection. The views of staff were looked at through the voluntary
|Peter Lacey-Hastings, Lead Inspector||Additional Inspector|
|Helen Powell||Additional Inspector|
|Victor Chaffey||Additional Inspector|
|Inspection report:||Benhurst Primary School, 11–12 October 2012||3 of 9|
Information about this school
- Benhurst is larger than the average-sized primary school, serving the local community and pupils
from outside its immediate area.
- The proportion of pupils who speak English as an additional language is increasing and is now
- The large majority of pupils come from White British backgrounds and the proportion of those
from minority ethnic backgrounds is increasing.
- The proportions of disabled pupils and those who have special educational needs and are
supported through school action and school action plus is average.
- An average proportion of pupils is known to be eligible for the additional government funding for
pupils entitled to free school meals, for children in public care and for pupils with a parent in the
- The school meets the current government floor standards, which set the minimum expectations
for pupils’ attainment and progress.
What does the school need to do to improve further?
- Improve the quality of teaching at Key Stages 1 and 2 so that more is consistently good or
ensuring pupils are clear about what they need to do in lessons and checking to see how
successful they have been in their learning
using marking more effectively to help pupils know more about how they can improve their
increase pupils’ ability to work and learn independently
ensuring reading books are more challenging so that pupils make more rapid progress.
- Increase the effectiveness of leadership and governance at all levels, by:
building on existing school self-evaluation and accurate assessment of pupils’
achievement in order to bring about more rapid progress for pupils
using performance targets and training opportunities for staff to address teaching that
requires improvement and ensuring that more teaching is consistently good
ensuring that monitoring of the quality of teaching is accurate, rigorous and robust,
focusing on pupils’ progress
modelling and sharing good teaching so that more lessons are good or better.
|Inspection report:||Benhurst Primary School, 11–12 October 2012||4 of 9|
|The achievement of pupils||requires improvement|
- Children enter the Reception classes with skills generally below those expected for their age.
Good teaching means that by time they finish the Early Years Foundation Stage, their attainment
is broadly in line with national levels, demonstrating that progress is good. Children in the
Reception classes achieve well in their personal, social and emotional development; in this area,
they make the most rapid progress from their starting points. Girls generally do better than boys
across all areas of learning, particularly in their communication, language and literacy skills.
Children make clear improvement in their physical development.
- Achievement at Key Stages 1 and 2 requires improvement because pupils, while making the
expected progress from their starting points, could do better. They start both of these key
stages with average attainment compared to other pupils nationally and then end each key
stage with average attainment.
- At Key Stage 1, there has been a steady improvement in attainment. Key Stage 1 pupils
generally make better progress in reading than in other subjects. Pupils from minority ethnic
groups make better progress than other groups overall. White British boys make better progress
- Girls’ achievement at Key Stage 1 is better than that of boys in reading and writing, while boys’
achievement is better than that of girls in mathematics. There has been an increase in the
number of pupils of both genders attaining the higher Level 3 in reading.
- Achievement at Key Stage 2 is beginning to improve, especially for disabled pupils and those
who have special educational needs. By the end of Year 6, non-White British boys are making
better progress in writing and mathematics compared to other pupils.
- Previous good achievement in Years 1 to 6 has not been consolidated over time. Attainment in
mathematics has shown a slight decline and more so for English, especially for more able pupils.
More recent improvements have yet to be kept up over time for all groups and across all years in
Key Stages 1 and 2.
- Pupils make expected progress in reading. They enjoy reading, showing confidence and
enthusiasm. Younger readers are able to link letters to sounds they make, and make reasonable
attempts at unknown words. However, the difficulty of the books that they are reading does not
always challenge pupils enough and they spend too much time on a particular level of reading.
- Girls’ reading is good at Key Stage 1 and above national expectations. Pupils at Key Stage 1 are
able to use a variety of reading strategies, such as using picture clues and remembering words
they have read before.
|The quality of teaching||requires improvement|
- Teaching, while good in the Reception classes is too variable across the rest of the school and
means that pupils do not build on what they have learnt as they move through each year group.
Pupils are not well enough prepared to work on their own or to build their independence.
- In Key Stage 1, just over half of the lessons observed were good. Nevertheless, in the remaining
lessons, work is not always matched closely enough to pupils’ abilities, marking does not always
give pupils a clear idea of what they need to do to improve their work and verbal feedback does
not check on what is being learnt.
- Similarly, Key Stage 2 teaching also requires improvement. Again, just over half of the lessons
observed were also good but work in mixed-age classes is not consistently matched well enough
to the range of different abilities.
- Good subject knowledge by teachers at Key Stage 2 is not used in order to refine work for
different abilities and age groups. Expectations of these different groups are too similar, which
means the outcomes the teachers aim for are general rather than matched to the needs of
different groups. As a result, more able pupils are not always challenged enough and learning
needs are not met well enough.
|Inspection report:||Benhurst Primary School, 11–12 October 2012||5 of 9|
- Teaching in the Reception classes is good and children receive a positive start to their schooling.
Expectations are high and children settle well because routines are being well established. As a
result, children enjoy learning and involve themselves in well-planned activities that support all
areas of learning.
- Teachers rightly plan opportunities so pupils can make better progress in their personal, social
and emotional development, for example when eating their snacks on their own and playing in
the ‘medical centre’. This is also true for skills in communication, language and literacy, with
good opportunities for mark-making and more developed activities such as name writing.
- Children know what to do and are meaningfully involved in independent activities. This allows
the teachers and other adults to work with smaller groups so they can focus on key skills such as
reading. Opportunities are used well to make assessments of what children are doing and what
progress they are making.
|The behaviour and safety of pupils||are good|
- The behaviour and safety of pupils help to build up a strong communal feeling. Pupils contribute
to, and benefit from, a positive ethos. Staff expect the highest levels of behaviour around the
school and in lessons. Safety issues are well addressed and explained, such as in a physical
- A very large majority of parents feel their children are safe at Benhurst Primary and pupils say
they are kept safe in all ways. They are aware of the need and the reasons for safety measures,
such as fences and gate security. Pupils have a good awareness of different forms of bullying.
- Pupils say that when rare problems occur, they are solved quickly. This is true in the playground
and in lessons. Disruption of any kind is very uncommon, including during lessons.
- Around the school, pupils are typically courteous, polite and welcoming. They respond well to
guidance and direction from all adults, for example lining up quickly and quietly at the end of
playtime. Behaviour is well managed.
- Attendance is average but improving, and pupils like coming to school.
|The leadership and management||requires improvement|
- Leadership, while being shared effectively, does not ensure that the monitoring of the quality of
teaching takes enough account of how much progress pupils are making. The link between
performance and pay progression is not always strong enough. The use of performance targets
for staff and training opportunities does not lead to teaching that is consistently good or better.
Best teaching is not shared and modelled effectively enough and too much teaching requires
- Leaders know the school well and provide accurate self-evaluation of how well it is doing. They
use information on pupils’ progress to plan actions for improvement. These actions are
beginning to have an impact on learning but this is not yet happening for a long enough period
- Leaders, including members of the governing body, are ambitious and committed to making the
school better. The school has the ability to make the necessary improvements.
- Support from the local authority has been reduced over time but did not increase again when
rates of pupil progress fell.
- The curriculum is broad and balanced, giving pupils opportunities to learn important skills. For
example, the ‘Newspaper Club’ helps pupils’ reading and writing. Pupils also learn to play musical
instruments and there are clubs for sports such as netball, tennis and football.
- The curriculum also supports the pupils’ spiritual, moral, social and cultural development. There
is a school council, a range of ‘jobs’ to promote responsibility and a ‘Green Club’, which all
prepare pupils well to become active members of their school community. Cultural opportunities
include a ‘language of the month’ and other languages such as Italian.
|Inspection report:||Benhurst Primary School, 11–12 October 2012||6 of 9|
- Assemblies also help to develop spiritual, moral and social development by encouraging pupils to
think about deeper issues such as living in harmony. They play an active part by volunteering for
role-play activities and answering difficult questions.
- The governance of the school:
members of the governing body know the school well and work closely with staff and senior
leaders, such as attending an annual training day with staff to help make plans for school
self-evaluation and monitoring of the school’s performance are understood and shared by
members of the governing body, although they failed to react quickly enough when standards
members of the governing body provide challenge on key issues such as pupil progress and
use this to set performance targets for the headteacher
governors have approved the use of extra funding to provide support programmes for pupils,
maintain smaller class sizes at Key Stage 1 and to put an extra teacher to support Key Stage 2
pupils in small groups; as a result, pupils who benefit from this funding make similar progress
to other pupils
safeguarding requirements are met.
|Inspection report:||Benhurst Primary School, 11–12 October 2012||7 of 9|
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.
|Inspection report:||Benhurst Primary School, 11–12 October 2012||8 of 9|
|Unique reference number||102273|
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||311|
|Appropriate authority||The governing body|
|Date of previous school inspection||12 June 2008|
|Telephone number||01708 450807|
|Fax number||01708 620182|
Benhurst Primary School, 11–12 October 2012
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You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted
will use the information parents and carers provide when deciding which schools to
inspect and when and as part of the inspection.
You can also use Parent View to find out what other parents and carers think about
schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link
on the main Ofsted website: www.ofsted.gov.uk
Benhurst Primary School, 11–12 October 2012
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