School etc

Benhurst Primary School

Benhurst Primary School
Benhurst Avenue
Elm Park

phone: 01708 450807

headteacher: Mr David Denchfield Ba (Hons) Npqh


school holidays: via Havering council

311 pupils aged 4—10y mixed gender
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 %

rooms to rent in Hornchurch

Schools nearby

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  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, R12 4QS

Inspection dates 19–20 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

Achievement has improved significantly since
The attainment gap that existed between
Teaching is good and some aspects are
School leaders set challenging targets and
the previous inspection. Pupils now reach
well-above-average standards in reading,
writing and mathematics by the end of Year
pupils eligible for free school meals and their
peers has closed.
outstanding. Learning is well planned to
include a rich variety of activities set at the
right level for most pupils.
expectations are high. Very thorough systems
for checking each pupil’s progress trigger
extra help where necessary so that no one is
left behind.
Leadership, including governance, is good. The
Attendance has improved and is now above
Pupils’ behaviour around the school is
Pupils feel extremely safe within this caring,

headteacher has made many improvements
and has built a staff team that are focused on
making the school as good as it can be. This is
leading to improved outcomes for pupils.
average. Pupils of all ages enjoy coming to
school and like the topics they study.
extremely good and typically good in
welcoming and purposeful school.
In Key Stage 2, fewer boys attain higher
Not enough is done to reinforce correct
levels in reading and writing than do so in
spelling and good handwriting, especially for
In Key Stage 1, slightly fewer pupils reach
higher levels in mathematics than in reading.
Occasionally, teachers do not build pupils’
mathematical calculation skills strongly enough
through, for example, giving them practical
equipment to aid their understanding.

Information about this inspection

  • Inspectors observed 20 lessons, of which 15 were observed jointly with the headteacher or
    deputy headteacher. Inspectors listened to a sample of pupils read from Key Stages 1 and 2.
  • Inspectors held discussions with pupils, looked at a range of their work and examined the
    school’s data on attainment and progress.
  • Meetings were held with members of the governing body, senior leaders, teachers and a local
    authority representative.
  • Inspectors considered the 60 responses to the online Parent View survey and a few letters from
    parents, and spoke to some parents.
  • Inspectors considered responses to the 39 questionnaires returned by staff.
  • Inspectors observed the school’s work and looked at a number of documents, including plans for
    improvement, safeguarding arrangements, records relating to behaviour and attendance, and
    records of school leaders’ observations of teaching.

Inspection team

Eileen Chadwick, Lead inspector Additional inspector
Robin Gaff Additional inspector
Penny Spencer Additional inspector

Full report

Information about this school

  • Benhurst is a larger-than-average-sized primary school.
  • The school is growing in size. From September 2014 there will be two classes in each year
    group. The Early Years Foundation Stage consists of two Reception classes.
  • Most pupils are White British, although the proportion of pupils from minority ethnic groups is a
    little above average. The percentage who speak English as an additional language is also a little
    higher than in most schools.
  • The proportion of disabled pupils and those who have special educational needs supported
    through school action is below average. The proportion supported at school action plus or with a
    statement of special educational needs is average.
  • The proportion of pupils supported by the pupil premium is average. This is additional
    government funding provided for looked-after children and those pupils known to eligible for
    free school meals.
  • There have been significant staff changes since the previous inspection, including at senior level.
    The headteacher took up post in September 2013.
  • Pupils have opportunities to attend before- and after-school clubs but these are privately
    managed and were not inspected at this time. The inspection report for this provision may be
    found on the Ofsted website.
  • The school meets the government’s current floor standards, which set the minimum expectations
    for pupils’ attainment and progress.

What does the school need to do to improve further?

  • Increase the proportion of outstanding teaching and improve the consistency of pupils’
    achievement by making sure that teachers:
    in Reception and Key Stage 1 spend enough time on calculation and give pupils the practical
    equipment they need to help them understand what they are learning
    give boys in particular clear guidance on how to rectify spelling and handwriting weaknesses in
    Key Stage 2 so that their writing improves.

Inspection judgements

The achievement of pupils is good
  • As a result of improvements since the time of the previous inspection, pupils now make quick
    enough progress and reach the standards that they are capable of.
  • Most children start school with skills and knowledge that are broadly typical for their age,
    although a few have weaker language, communication and personal skills. Children in Reception
    make good progress. This is because of individual support and well-chosen activities. They move
    into Year 1 well placed to start the next stage of their learning.
  • Pupils’ continued good progress in Key Stage 1 leads to above-average attainment in reading,
    writing and mathematics by the end of Year 2. Standards in Year 2 are rising and pupils are now
    entering Year 3 better prepared for their junior education. However, the proportion of Year 2
    pupils reaching higher levels in mathematics is a little lower than in reading.
  • Pupils achieve well in Key Stage 2 and Year 6 standards are well above average in reading,
    writing and mathematics. Standards were much improved in 2013 and they are continuing to
    rise. More-able pupils do well, particularly in mathematics.
  • By Year 6, six out of ten pupils achieve higher levels in mathematics and the number reaching
    standards that are much higher than their age is increasing. Currently two out of ten pupils are
    reaching standards which are three years or more ahead.
  • In Year 6, girls’ attainment is similar in reading, writing and mathematics but fewer boys reach
    higher levels in reading and writing than do so in mathematics. Both boys and girls write well in
    a range of different ways but a few boys do not write neatly and their occasional spelling errors
    prevent their writing standards rising more quickly.
  • Reading provision has much improved; throughout the school, pupils enjoy reading and the most
    proficient readers read avidly. Outcomes in Year 1 phonics checks (the sounds that letters make)
    have been above national figures for the last two years and pupils of all abilities learn to use
    their phonics skills confidently to tackle new words.
  • Overall, pupils’ mathematical calculation and problem-solving skills develop well. However, in
    Reception and Key Stage 1, pupils’ progress in calculation occasionally slows. This happens when
    not enough time is spent on calculation or pupils do not use practical equipment to help them.
  • Pupils make good progress in developing their literacy and numeracy skills in other subjects. For
    example, after a school visit to the Isle of Wight, Year 6 pupils wrote persuasively about the
    advantages of visiting the island.
  • Investigative science has been strengthened this year and pupils now have good opportunities to
    apply mathematics when measuring, recording and interpreting the outcomes of their
  • Pupils of different ethnic groups, including those who speak English as an additional language,
    disabled pupils and those who have special educational needs, make good progress similar to
    that of their peers. This is because of the individual support they are given combined with the
    good teaching they receive in lessons.
  • The school’s assessment information is very thorough and accessible. Staff check the progress of
    individuals closely against ambitious targets. They pick up any underperformance quickly and
    put it right.
  • Pupils supported by additional funding achieve well. Their achievement has rapidly improved
    over the past two years and in 2013 they reached standards which were above the national
    average in reading and writing, and average in mathematics. These standards were in line with
    those of their peers in reading and writing but lower than their peers by about six months in
  • Current Year 6 assessment information and other inspection evidence show that this gap
    between mathematics and reading and writing has reduced. The school identifies the
    requirements of those supported by additional funding accurately and quickly supports their
    particular learning needs so they achieve at least as well as other pupils.
The quality of teaching is good
  • Teaching is typically good, with aspects that are outstanding. Teaching has been a focus for
    improvement and the results are clear to see in the majority of lessons and in pupils’ books. This
    is why pupils make good progress in reading, writing and mathematics.
  • Learning is enjoyable because teachers are skilled in engaging pupils and often sustain pupils’
    concentration throughout lessons. There are good examples of literacy and numeracy being
    used in real-life contexts.
  • On one such occasion, after reading a story together, pupils in Year 5 worked very hard to solve
    mathematical problems to help a factory owner calculate amounts of materials needed for the
    production of goods. Pupils learned well how to convert complex verbal problems into number
    sums because of the systematic way in which the teacher helped pupils to understand the
    necessary steps.
  • Teachers assess pupils’ progress very well. They use information to plan lessons that build on
    what pupils already know. Sequences of lessons are well thought through so that pupils are able
    to explore ideas in a variety of ways. The work set for most pupils is at the right level.
  • Phonics lessons are well taught and teachers usually enable pupils to apply their knowledge of
    phonics well. This is particularly effective in Reception, where children have some excellent
    opportunities to apply their understanding during group work led by adults or through purposeful
  • In Reception, adults provide an exciting range of activities and staff are usually quick to seize
    opportunities to develop children’s communication, literacy, numeracy and personal skills.
    Children’s ideas are valued and there are some excellent opportunities for them to develop their
    scientific knowledge, for example, through water play. However, when the whole class is taught
    together teachers do not always provide enough practical materials to help children add and
  • Teaching is not yet outstanding. In Key Stage 1, occasionally, teachers do not spend enough
    time on developing pupils’ mental calculation skills. In Key Stage 2, not all teachers pay close
    enough attention to helping pupils, especially boys, write neatly.
  • Marking is regular and improving. Teachers often give pupils good suggestions for how to
    improve their work. However, they do not always identify individual weaknesses in spelling and
    handwriting, which prevents individual pupils knowing how they can rectify mistakes.
  • Teaching assistants make a good contribution to pupils’ learning, including those learning to
    speak English and disabled pupils and those who have special educational needs. This is because
    their work is carefully planned.
The behaviour and safety of pupils are good
  • The behaviour of pupils is good. Pupils show respect for each other and the school has a
    welcoming, happy and purposeful atmosphere. Pupils from diverse backgrounds get on
    extremely well together because the school places a strong emphasis on developing their
    spiritual, moral, social and cultural awareness.
  • Pupils enjoy school and have very positive attitudes to learning. This reflects the strong
    emphasis on ensuring from the earliest days in Reception that they are very well cared for and
    there are interesting things to for them to do. This is apparent in the improving levels of
    attendance, which is now above average.
  • Their punctuality in the mornings is good and they move around the school extremely calmly
    and quietly to ensure punctual starts to lessons.
  • Pupils are very appreciative of the improvements which have been made this year. Good-quality
    displays and opportunities for pupils to celebrate their work are evident throughout the school.
    Pupils take good care of their school buildings and grounds.
  • They are usually very attentive in lessons, although their attention occasionally wanders when
    the pace of lessons slows or when they are unsure of what to do. A few pupils on joining the
    school find it difficult to behave well for sustained periods. However, they are very well
    supported by staff so that disruption to lessons is rare.
  • The school’s work to keep pupils safe and secure is outstanding. Pupils feel completely safe and
    valued as individuals. Their awareness of the dangers of bullying such as cyber-bullying and
    prejudice-based bullying is very well developed. They say that very little bullying occurs, that
    they know what to do if it happens and that staff deal with it effectively.
  • The vast majority of parents and carers who responded to Parent View and those who contacted
    the inspection team directly feel that pupils are safe in school and behave well.
The leadership and management are good
  • The headteacher provides very strong and effective leadership. He has successfully introduced
    fair systems to improve teaching and these are known to all. He is well supported by the deputy
    headteacher, senior leaders and governors in his quest for ensuring the best possible outcomes
    for every pupil.
  • Staff members understand their role in raising achievement by improving their teaching. The
    review of teachers’ performance by leaders and governors is thorough, including deciding
    whether pay increases are to be awarded. As a result, there have been marked improvements in
    teaching, learning and achievement since the previous inspection, when the school was found to
    require improvement.
  • Staff expectations of pupils’ achievement have been raised. They benefit from very focused
    additional training. The local authority provides effective support in moving the school forward
    but their current light touch reflects the school’s capacity to improve without outside help.
  • Accurate self-evaluation, underpinned by rigorous assessment of pupils’ progress, has led to
    much improvement since the previous inspection, especially in the last year. The impact of these
    actions is evident in the improvement in the pace of learning for the majority of pupils.
  • Subject leadership is developing well. Some leaders are new and the impact of recent subject
    initiatives, for example for improving the teaching of mental arithmetic, has not yet been
    assessed across the whole school.
  • The school is committed to equality of opportunity and works hard to ensure that all pupils do
    well. Effective systems ensure relationships are good and tackle discrimination.
  • The range of subjects and topics has been reorganised and is now rich. It provides pupils with a
    wide range of opportunities after school such as sports clubs. Outside visits are used well to
    enhance pupils’ learning in school. Some specialist teaching now provides increased challenge
    for the most able pupils in reading, writing and mathematics. This is leading to better
    achievement for these pupils.
  • The school uses its primary sports funding to provide specialist coaching and training for staff. It
    has also been used to enter more competitions and to increase the range of sports clubs, for
    example in badminton and cricket. The impact of this is to develop pupils’ enthusiasm and skills
    in a wider range of sports.
  • The governance of the school:
    Members of the governing body are fully committed to the school and its further
    improvement. They use a good range of individual skills to support different aspects of the
    school, including safeguarding and child protection, and in ensuring finances are used
    effectively. They challenge and question school leaders and have a good understanding of the
    school’s strengths and weaknesses. They have thorough procedures to manage the
    performance of the headteacher. They have up-to-date understanding of achievement data
    through regular training. They use a good range of information to ensure they know how the
    school performs compared with other schools. Governors have fully supported the
    headteacher in restructuring staffing and in ensuring pay awards are based on effective
    teaching and good achievement. They have a secure knowledge of the quality of teaching in
    the school and the extent to which any gaps in achievement are being closed. They closely
    monitor the spending of additional funding and funds available to improve pupils’ sporting

What inspection judgements mean


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
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 102273
Local authority Havering
Inspection number 442153

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

Type of school Primary
School category Maintained
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 314
Appropriate authority The governing body
Chair Fred Steel
Headteacher David Denchfield
Date of previous school inspection 11 October 2012
Telephone number 01708 450807
Fax number 01708 620182
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