School etc

Benhurst Primary School

Benhurst Primary School
Benhurst Avenue
Elm Park
Hornchurch
Essex
RM124QS

01708 450807

Headteacher: Mr David Denchfield Ba (Hons) Npqh

Website: www.benhurst.havering.sch.uk

School holidays for Benhurst Primary School via Havering council

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311 pupils aged 4—10y mixed gender
420 pupils capacity: 74% full

160 boys 51%

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150 girls 48%

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Last updated: Sept. 30, 2014


Primary — Community School

URN
102273
Education phase
Primary
Establishment type
Community School
Establishment #
2009
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
Area
Urban > 10k - less sparse
Free school meals %
8.40

Rooms & flats to rent in Hornchurch

Schools nearby

  1. 0.2 miles Abbs Cross School and Arts College RM124YB
  2. 0.2 miles Abbs Cross Academy and Arts College RM124YB (836 pupils)
  3. 0.3 miles Elm Park Primary School RM125UA (395 pupils)
  4. 0.3 miles The Albany, A Business and Enterprise College RM124AJ
  5. 0.3 miles The Albany School RM124AJ (875 pupils)
  6. 0.6 miles Sanders School RM126RT (771 pupils)
  7. 0.7 miles Suttons Primary School RM126RP (216 pupils)
  8. 0.7 miles Wykeham Junior School RM124BP
  9. 0.7 miles Wykeham Infants' School RM124BP
  10. 0.7 miles Wykeham Primary School RM124BP (436 pupils)
  11. 0.8 miles Scotts Primary School RM126TH (213 pupils)
  12. 0.8 miles St Mary's Catholic Primary School RM124TL (423 pupils)
  13. 0.9 miles Hacton Primary School RM126AU (427 pupils)
  14. 0.9 miles Langtons Junior School RM113SD
  15. 0.9 miles Langtons Infant School RM113SD (241 pupils)
  16. 0.9 miles Mitchell Junior School RM125PP
  17. 0.9 miles Dunningford Primary School RM125JP
  18. 0.9 miles The R J Mitchell Primary School RM125PP (217 pupils)
  19. 0.9 miles Langtons Junior Academy RM113SD (354 pupils)
  20. 1 mile Birnam Wood Pupil Referral Unit RM113UR
  21. 1 mile Towers Junior School RM111PD (242 pupils)
  22. 1 mile The Tuition Centre RM113XX
  23. 1.1 mile Towers Infant School RM111HP (228 pupils)
  24. 1.2 mile Hylands Primary School RM111DA (485 pupils)

List of schools in Hornchurch

School report

Benhurst Primary School

Benhurst Avenue, Elm Park, Hornchurch, RM12 4QS

Inspection dates 11–12 October 2012
Overall effectiveness This inspection: Requires improvement 3
Previous inspection: Good 2
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 improvement.
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
Primary School.
community.
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
    staff questionnaire.

Inspection team

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

Full report

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
    average.
  • 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
    armed forces.
  • 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
    outstanding by:
    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
    work
    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

Inspection judgements

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
    in mathematics.
  • 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
    education lesson.
  • 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
    improvement.
  • 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
    of time.
  • 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
    improvement
    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
    fell
    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

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.

Inspection report: Benhurst Primary School, 11–12 October 2012 8 of 9

School details

Unique reference number 102273
Local authority Havering
Inspection number 402883
Type of school Primary
School category Community
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 311
Appropriate authority The governing body
Chair Fred Steel
Headteacher Ian Trafford
Date of previous school inspection 12 June 2008
Telephone number 01708 450807
Fax number 01708 620182
Email address office@benhurst.havering.sch.uk
Inspection report:
Benhurst Primary School, 11–12 October 2012
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on the main Ofsted website: www.ofsted.gov.uk

Inspection report:
Benhurst Primary School, 11–12 October 2012
10 of 10

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