School etc Great British

Cambell Junior School Closed - result of amalgamation Dec. 31, 2011

see new The James Cambell Primary School

Cambell Junior School
Langley Crescent

020 *** ***

Headteacher: Mr A M Lucas

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School holidays for Cambell Junior School via Barking and Dagenham council

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Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Close date
Dec. 31, 2011
Reason closed
Result of Amalgamation
OSGB coordinates
Easting: 547691, Northing: 184072
GPS coordinates
Latitude: 51.536, Longitude: 0.12806
Accepting pupils
7—11 years old
Ofsted last inspection
June 8, 2011
Region › Const. › Ward
London › Barking › Goresbrook
Urban > 10k - less sparse
SEN priorities
BESD - Behaviour, Emotional and Social Difficulty

Rooms & flats to rent in Dagenham

Schools nearby

  1. The James Cambell Primary School RM96TD (866 pupils)
  2. 0.1 miles Barking and Dagenham Tuition Service RM96TJ (134 pupils)
  3. 0.2 miles Jo Richardson Community School RM94UN (1366 pupils)
  4. 0.3 miles Goresbrook School RM96XW
  5. 0.4 miles Hopewell School (Harmony House) RM96XN (44 pupils)
  6. 0.5 miles Monteagle Junior School RM94RB
  7. 0.5 miles Monteagle Infants' School RM94RB
  8. 0.5 miles Godwin Junior School RM96JH
  9. 0.5 miles Godwin Infants' School RM96JH
  10. 0.5 miles Castle School RM96XP
  11. 0.5 miles Sacred Heart School RM96XP
  12. 0.5 miles Monteagle Primary School RM94RB (736 pupils)
  13. 0.5 miles Godwin Primary School RM96JH (595 pupils)
  14. 0.6 miles Mayesbrook School RM94BP
  15. 0.7 miles Thomas Arnold Primary School RM96NH (481 pupils)
  16. 0.7 miles Thomas Arnold Infant RM96NH
  17. 0.8 miles St Peter's Catholic Primary School RM96UU (435 pupils)
  18. 0.9 miles Dorothy Barley Junior School and Special Needs Base (MLD) RM82NB (424 pupils)
  19. 0.9 miles Dorothy Barley Infants' School RM82LL (430 pupils)
  20. 0.9 miles Parsloes Primary School RM95RH (558 pupils)
  21. 0.9 miles Roding Primary School RM82XS (1077 pupils)
  22. 0.9 miles The Sydney Russell School RM95QT (1689 pupils)
  23. 0.9 miles Roding Junior School RM82XS
  24. 0.9 miles The St Teresa RC Primary School RM82XS

List of schools in Dagenham

Ofsted report: Newer report is now available. Search "101185" on latest issued June 8, 2011.

Cambell Junior School

Inspection report

Unique Reference Number101185
Local AuthorityBarking and Dagenham
Inspection number335669
Inspection dates3–4 March 2010
Reporting inspectorPeter Thrussell

This inspection of the school was carried out under section 5 of the Education Act 2005.
Type of schoolPrimary
School categoryCommunity
Age range of pupils7–11
Gender of pupilsMixed
Number of pupils on the school roll364
Appropriate authorityThe governing body
ChairRobert Wake
HeadteacherAdrian Lucas
Date of previous school inspection 4 March 2010
School addressLangley Crescent
Dagenham RM9 6TD
Telephone number020 82704684
Fax number020 82704685

Age group7–11
Inspection dates3–4 March 2010
Inspection number335669

© Crown copyright 2009


This inspection was carried out by three additional inspectors. The majority of the time was spent looking at learning; all seventeen class teachers were seen and 26 lessons were observed. Meetings were held with the headteacher, governors, senior staff and a group of pupils. Inspectors looked at documents, including the school improvement plan, monitoring files, data on pupils' progress, documents relating to safeguarding, and the results of questionnaires returned by 70 parents and carers.

The inspection team reviewed many aspects of the school's work. It looked in detail at the following:

    • whether the improvements in attainment, indicated by the 2009 Key Stage 2 test results, are reflected throughout the school
    • how well teaching contributes to pupils' learning, taking account of their different levels of ability, especially in literacy and numeracy
    • the effectiveness and use of assessment and the support systems to drive improvement
    • the role of leaders and managers at all levels, including governors, in securing and sustaining improvements.

Information about the school

Cambell is larger than most junior schools. The proportion of pupils known to be eligible for free school meals is above average. The majority of pupils are from White British backgrounds. Just over a third of pupils are from minority ethnic backgrounds, which is above average, the largest group being Black British/African. An above average proportion of pupils speak English as an additional language, but very few of these are at an early stage of learning English. The proportion of pupils with special educational needs and/or disabilities is above average, the main cause being moderate learning, social and behavioural, and speech, language and communication difficulties. The school is in its third year of the Intensifying Support Programme, intended to improve the quality of teaching and raise pupils' attainment. There was a high turnover of staff at the start of the previous school year, and currently English and mathematics are without permanent leaders.

Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate
Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school?


The school's capacity for sustained improvement


Main findings

In accordance with section 13 (3) of the Education Act 2005, Her Majesty's Chief Inspector is of the opinion that this school requires significant improvement, because it is performing significantly less well than in all the circumstances it could reasonably be expected to perform. The school is therefore given a notice to improve. Significant improvement is required in relation to raising attainment in English and mathematics and improving the quality and consistency of pupils' learning and progress throughout the school.

In recent years, pupils' attainment by the end of Year 6 has been below average. This has improved in the last two years, and in 2009 standards were broadly average in reading, mathematics and science, but remained below average overall and in writing. Stronger teaching in Year 6, with smaller classes and additional well-focused learning opportunities, ensures that pupils' progress is accelerated and that they make up lost ground in their learning. Throughout the rest of the school, progress is uneven, both between and within year groups, and overall is inadequate. High staff turnover in recent years, including of those in leadership roles, has not helped this situation. The additional support the school is receiving to improve the quality of teaching and raise attainment has, to an extent, been thwarted by this. However, the most recent data on progress are starting to show an improving picture, with more pupils than previously on track to meet the age-related targets set for them. Most of the teaching observed during the inspection was at least satisfactory and starting slowly to redress the school's legacy of underachievement, and ensure that a greater proportion of pupils are working towards, or at, age-related levels. This, along with rising standards at the end of Year 6, shows that the school has a satisfactory capacity for further improvement.

Although the regular assessment and tracking of pupils' progress enables teachers to group pupils by ability in lessons, this information is not being used well enough to provide fully appropriate learning activities for these different groups. More-able pupils, especially, are not being sufficiently challenged in their learning, and the work for less-able pupils, including those with special educational needs and/or disabilities, does not take enough account of their particular learning needs and aptitudes. As a result, progress slows. The school has only recently identified from its tracking that girls are not doing as well as boys, and that strategies are needed to address this. In some lessons seen during the inspection, girls were playing a more passive role than boys in their learning, particularly in responding to questioning and contributing to class discussions.

Pupils' behaviour in and around school is satisfactory. In a few lessons observed, particularly where introductions were too long and pupils were not fully engaged in their learning, some pupils lost concentration and became restless, but not to the extent that learning was disrupted. The pastoral care for potentially vulnerable pupils, especially those with emotional, social and behavioural needs, is satisfactory. The school is starting to improve this provision, but has yet to foster more direct links with parents and carers to ensure more inclusive support for this group.

As part of its support programme, the school evaluates its work termly and sets out its plans for the next term. These improvement plans lack sufficient detail to show, for example, the specific actions to be taken to improve the quality of teaching. Lessons are observed regularly, but this does not result in sufficiently clear guidance on how to improve the quality of teaching, as a focus for subsequent monitoring.

What does the school need to do to improve further?

  • Raise attainment and accelerate progress in English and mathematics by improving the quality of teaching, ensuring that:
    • the fullest use is made of assessment information to guide pupils and to plan the next steps in their learning, so that all make the best progress possible
    • all pupils, but especially girls, have more opportunities to respond to questioning and to talk about their learning
    • the pace of learning in lessons is quickened and all pupils are challenged to do their very best, especially the more-able
    • pupils with special educational needs and/or disabilities are well supported in lessons and provided with activities that meet their particular learning needs and aptitudes.
  • Take a more rigorous approach to monitoring the work of the school and planning improvements by:
    • strengthening leadership and management and ensuring that key roles are fully covered
    • ensuring that planned improvements clearly set out the actions to be taken, so that they can be monitored and evaluated for their impact
    • ensuring that the monitoring of teaching provides clear development points that will provide the focus for subsequent monitoring.
  • Develop the school's links with parents and carers, especially those who have children with emotional, social and behavioural needs.

Outcomes for individuals and groups of pupils


Pupils' achievement is inadequate for all groups, including the more-able, girls and those with special educational needs and/or disabilities. In recent years, although improving, attainment at the end of Key Stage 2 has been below average overall. In most of the lessons seen during the inspection, learning and progress were satisfactory and starting to lead to better outcomes for pupils. However, learning and progress are not yet improving quickly enough to overcome the legacy of weakness. Teachers use good methods to make learning fun for pupils but activities are not always well enough considered to maximise pupils' progress. This was seen in a lesson where the teacher used a game of 'Who Wants to be a Millionaire'' to challenge pupils on their understanding of metric measures of length. Although initially effective in encouraging groups to work together and to come up with answers, the game went on far too long, lost its impetus and became too complex for many pupils, so that some 'switched off'. In another lesson where pupils were looking at persuasive texts, they were asked to contrast a poster advertisement with one from television. Although pupils approached the activity enthusiastically, it had not been modelled sufficiently for them all to make comparisons and gain a fuller understanding of the differences. In contrast, in a Year 6 lesson good opportunities were provided for pupils to discuss and evaluate their writing and the effectiveness of their opening paragraphs. Pupils knew the predicted levels they are working towards and the precise improvements they needed to make to reach these levels, contributing towards their full involvement in learning and the good progress they were making.

Pupils feel safe in school, and know that there are adults they can talk to if they have any concerns. Attendance is satisfactory. Pupils have a satisfactory understanding of a healthy diet and of the need for exercise, supported by coaching links with a nearby school. Although the school council makes suggestions for school improvements, it is not fully encouraged to see these through, for example by researching and costing improvements within a given budget. Despite a satisfactory level of personal development, the inadequate rate of acquisition of key skills, including information and communication technology (ICT), means that pupils are not sufficiently prepared for the next stage of their education.

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning
Taking into account:
          Pupils' attainment¹
          The quality of pupils' learning and their progress
          The quality of learning for pupils with special educational needs and/or disabilities and their progress
The extent to which pupils feel safe3
Pupils' behaviour3
The extent to which pupils adopt healthy lifestyles3
The extent to which pupils contribute to the school and wider community3
The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being
Taking into account:
          Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development3

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low

How effective is the provision?

Teachers prepare lessons well and use a range of interesting and enjoyable learning experiences, particularly to introduce lessons. Lessons are generally managed well, but slow introductions at times result in pupils losing concentration and becoming restless. Ability groups are identified, but the work set for each group is often similar, relying too much on additional support, rather than being tailored to pupils' particular learning needs and encouraging independent learning. Although older pupils are very aware of their targets and use them to check how well they are doing, their use elsewhere, along with constructive comments in marking, is inconsistent.

The curriculum provides a strong focus on developing literacy and numeracy skills, although it does not fully meet the needs of all groups of pupils. It makes adequate provision for all subjects, with the recent addition of French. The school has started to introduce a more creative curriculum, making links between subjects so that learning is more interesting and purposeful. However, the use of writing and ICT in this approach is in its infancy. A partnership with the local authority music school effectively enhances this aspect of the curriculum. Pupils benefit from a range of visits and visitors that help to bring learning to life.

Good links with the on-site infant school effectively support pupils as they start in the junior school. The additional support for pupils with specific learning needs, such as speech, language and communication, is well organised and managed, but less so in lessons. Although adequate support is made for vulnerable pupils in school, through partnerships with outside specialists when required, stronger links with parents and carers to further this and strengthen pastoral care are not yet in place.

These are the grades for the quality of provision

The quality of teaching
Taking into account:
          The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships3
The effectiveness of care, guidance and support3

How effective are leadership and management?

Despite some disruptions to the school's leadership and management that have hindered the drive for improvement, attainment and achievement by the end of Year 6 have started to improve. The school's improvement planning is not as precise as it could be in helping it to move on as swiftly as possible. This is because leaders do not always closely evaluate the impact of their past actions on the attainment and progress of all groups of pupils, and the quality of teaching. As a consequence, they are not regularly fine tuning the development plan to improve teaching as quickly as possible and so accelerate pupils' progress and learning

The governing body is supportive of the work of the school and, with senior leaders, ensures that adequate safeguarding procedures are in place. It depends very much on performance information provided by the school, and recognises that its own monitoring role should be developed in order to provide greater challenge.

An inconsistency in the provision for different groups of pupils means that equality of opportunity is inadequate and there is still more to do to tackle discrimination, so that all ability groups and girls can do equally well. The school promotes community cohesion satisfactorily and has identified where further work has to be done in this area.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambition and driving improvement
Taking into account:
          The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and supporting the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers3
The effectiveness of partnerships in promoting learning and well-being3
The effectiveness with which the school promotes equality of opportunity and tackles discrimination4
The effectiveness of safeguarding procedures3
The effectiveness with which the school promotes community cohesion3
The effectiveness with which the school deploys resources to achieve value for money4

Views of parents and carers

About a fifth of parents and carers returned questionnaires. Their views of the school and its work are mostly positive. A few were concerned about the progress their children make in school and the management of behaviour. The inspection team found no evidence to suggest that the school does not manage behaviour effectively, although recognising that closer links with parents would further the support for pupils with particular social and behavioural needs. Although older pupils make good progress and are starting to catch up in their learning, progress elsewhere is inconsistent and should be improved. The team found no evidence to substantiate any individual concerns.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Cambell Junior School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.

My child enjoys school355030434611
The school keeps my child safe263743611100
My school informs me about my child's progress24343246111611
My child is making enough progress at this school263735506900
The teaching is good at this school2130375371000
The school helps me to support my child's learning1826415971011
The school helps my child to have a healthy lifestyle2333344981111
The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment)2739334791300
The school meets my child's particular needs18263550111657
The school deals effectively with unacceptable behaviour1826334791300
The school takes account of my suggestions and concerns131941596923
The school is led and managed effectively223138542346
Overall, I am happy with my child's experience at this school28402941101400

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.


What inspection judgements mean

Grade 1OutstandingThese features are highly effective. An oustanding school provides exceptionally well for all its pupils' needs.
Grade 2GoodThese are very positive features of a school. A school that is good is serving its pupils well.
Grade 3SatisfactoryThese features are of reasonable quality. A satisfactory school is providing adequately for its pupils.
Grade 4InadequateThese features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

Overall effectiveness of schools inspected between September 2007 and July 2008

Overall effectiveness judgement (percentage of schools)
Type of schoolOutstandingGoodSatisfactoryInadequate
Nursery schools395830
Primary schools1350334
Secondary schools1740349
Sixth forms1843372
Special schools2654182
Pupil referral
All schools1549325

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously.

The data in the table above were reported in the Annual Report of Her Majesty's Chief Inspector of Education, Children's Services and Skills 2007/08.

Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

Common terminology used by inspectors


the progress and success of a pupil in their learning, development or training.


the standard of the pupils' work shown by test and examination results and in lessons.

Capacity to improve:

the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

Leadership and management:

the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.


how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

Overall effectiveness:

inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

  • The school's capacity for sustained improvement.
  • Outcomes for individuals and groups of pupils.
  • The quality of teaching.
  • The extent to which the curriculum meets pupils' needs,  including, where relevant, through partnerships.
  • The effectiveness of care, guidance and support.

the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

This letter is provided for the school, parents and
carers to share with their children. It describes Ofsted's
main findings from the inspection of their school.

5 March 2010

Dear Pupils

Inspection of Cambell Junior School, Dagenham, RM9 6TD

Thank you for taking part in the inspection. We spoke with some of you during our visit, you were interesting to talk to, polite and helpful. You spoke quite enthusiastically about enjoying school and all the things you take part in. We have decided that your school needs a notice to improve. This means that the school needs to improve certain aspects of its work with some urgency, and that a further check will be made on how well it is doing this.

These are the things that the school does well:

    • the school has good links with the on-site infant school, which help you when you start at the juniors
    • older pupils make better progress and know what they need to do to improve their work
    • the school provides many additional activities for you. You benefit from clubs, educational visits and special events.

We have asked the school to work on the following things:

    • you need to do much better in English and mathematics. Teachers should use the information on how well you are doing to plan work carefully that is right for each one of you, neither too hard nor too easy, so that you all make the best progress possible. They should also share with you how you can improve your work and ask you, especially girls, more questions about what you are learning in lessons. Learning should be at a faster pace, ensuring that those of you who are more able work even harder, and that those who find learning difficult are well supported.
    • the school should plan more carefully the actions that need to be taken to improve your lessons so that you do better in your learning. It should check that these are working and that you are all making better progress and reaching higher standards in your work
    • the school should work more closely with those parents and carers whose children are having difficulties in school.

Thank you again for your help. You can all help by working hard in lessons and continuing to enjoy all that you do in school.

Yours sincerely

Peter Thrussell

Lead inspector

Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: If you would like Ofsted to send you a copy of the guidance, please telephone 08456 404045, or email

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