School etc

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

see new The James Cambell Primary School

Cambell Junior School
Langley Crescent

phone: 020 *** ***

headteacher: Mr A M Lucas

school holidays: via Barking and Dagenham council

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 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

23 November 2011
Mrs K Thomas
Acting Headteacher
Cambell Junior School
Langley Crescent
Dear Mrs Thomas

Special measures: monitoring inspection of Cambell Junior School

Following my visit with David Thomas Hatchett, additional inspector, to your school
on 22 November 2011, I write on behalf of Her Majesty’s Chief Inspector of

Education, Children’s Services and Skills to confirm the inspection findings.

The inspection was the first monitoring inspection since the school became subject
to special measures following the inspection which took place in June 2011. The full
list of the areas for improvement which were identified during that inspection is set
out in the annex to this letter. The monitoring inspection report is attached and the
main judgements are set out below.
Progress since being subject to special measures


Newly Qualified Teachers – one newly qualified teacher may be appointed.
This letter and monitoring inspection report will be posted on the Ofsted website. I

am copying this letter and the monitoring inspection report to the Secretary of State,

the Chair of the Governing Body and the Director of Children’s Services for Barking

and Dagenham.

Yours sincerely
Jacqueline White

Her Majesty’s Inspector

1–4 Portland Square
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T 0845 123 6001
Direct F 0117 315 0430
Direct email: reveal email: rebe…


The areas for improvement identified during the inspection which took
place in June 2011

  • Take immediate action to ensure that all statutory requirements for
    safeguarding are fully met by making sure that comprehensive risk
    assessments of hazards on the school site and for all activities are conducted.
  • Improve teaching so that most of the teaching is at least good by May 2012,
    especially in writing and mathematics, by:
    – using assessment information effectively to raise teachers’ expectations
    of what pupils can achieve and to ensure work is sufficiently
    challenging, especially for the more able
    – developing teachers’ skills in the use of strategies to check that
    effective learning is taking place throughout the lesson
    – sharing the good practice that already exists.
  • Improve the curriculum by:
    – ensuring it takes account of pupils’ interests and abilities, raises their
    aspirations and develops their skills in enquiry
    – establishing links between subjects
    – providing opportunities for pupils to develop their literacy, numeracy
    and information and communication technology (ICT) skills in other
    – making full use of the school’s facilities.
  • Develop the capacity of leadership and management at all levels, by:
    – ensuring that leaders and managers receive support to develop the
    skills necessary to be effective in their roles
    – establishing clear priorities for school improvement
    – holding to account rigorously those responsible for the implementation
    and impact of agreed actions
    – meeting statutory requirements with regard to the promotion of
    community cohesion.
    Special measures: monitoring of Cambell Junior School
    Report from the first monitoring inspection on 22 November 2011
    Inspectors observed the school’s work, scrutinised documents and met with the
    headteacher, other senior and middle leaders, the Chair of the Governing Body and
    a representative from the local authority. In addition, inspectors had informal
    conversations with pupils in classes and around the school.
    The school is larger than the average-sized junior school with 387 pupils on roll.
    Most of the pupils transfer from the neighbouring Cambell Infant School, which is
    situated on the same campus. The primary pupil referral unit, currently managed by
    the infant school, also shares the site. Most pupils are known to be eligible for free
    school meals. The proportion with special educational needs and/or disabilities is
    above average. The school serves a diverse community. Currently the largest ethnic
    group is of White British heritage.
    The local authority, in consultation with councillors and senior officers, has agreed to
    amalgamate Cambell Junior School with the adjoining infant school. The school will
    close in December 2011. Pupils will be included in the new Cambell Primary School
    which will open in January 2012. The process of amalgamation is well under way.
    The headteacher of the infants school is the acting headteacher of the junior school.
    She will become the substantive headteacher of the primary school. A shadow
    governing body, consisting of governors from the junior and infant schools, has been
    established, and the structure for the permanent governing body has been agreed.
    The evidence gathered by inspectors supports the view that the vast majority of
    staff, governors and parents are in favour of the amalgamation.
    Pupils’ achievement and the extent to which they enjoy their learning
    Unvalidated data for 2011 show that pupils’ attainment is rising, particularly in
    English. Improvement in mathematics is not so marked. Nevertheless, the proportion
    of children achieving Level 4 in English and mathematics increased considerably to
    66%. Current assessment information indicates that the school will build on this
    increase to maintain a trend of improvement. There is still evidence of
    underachieving groups, most notably White British pupils. However, the systems for
    target setting and tracking pupils’ progress have been strengthened. Consequently,
    teachers are much clearer about which pupils in their classes are not making
    sufficient progress and they are tailoring learning activities to meet the needs of
    individuals and groups more successfully. Learning was at least satisfactory in most
    of the lessons observed and good in half. Where pupils were making good progress,
    learning objectives were well matched to their needs and clear success criteria
    enabled both teachers and pupils to evaluate learning successfully. Learning
    activities were effectively sequenced to maximise progress. There were high levels of
    participation and pupils were required to think for themselves and take responsibility
    for learning. Pupils’ progress slowed when a ‘one size fits all’ pace prevailed and
    opportunities to move pupils to a higher level of learning were missed.
    Other relevant pupil outcomes
    The school has worked hard and successfully to develop systems for behaviour
    management which are strongly focused on supporting effective learning. In lessons,
    pupils are supportive of each other and work happily together in small groups and
    pairs. Around the school, they consistently show each other and adults consideration
    and respect. Pupils’ sense of right and wrong is well developed. They are clear about
    expectations and understand that actions come with consequences. The warm and
    trusting relationships that pervade the school community are an important factor in
    pupils’ sense of belonging and enjoyment of learning. The latter are also reflected in
    pupils’ high attendance.
    The effectiveness of provision
    The quality of teaching is improving across subjects and especially within English. In
    the most effective lessons observed, teachers used good subject knowledge and a
    detailed understanding of the strengths and weaknesses in pupils’ learning to plan
    and deliver lessons that challenged them. Stimulating activities engaged pupils and
    secured their participation. Highly effective questioning probed and consolidated
    pupils’ understanding. Learning was evaluated throughout lessons and pupils were
    given precise verbal and written feedback about how to improve their work. Where
    practice was less effective, teachers did not challenge pupils as skilfully. This was
    because their use of assessment information in planning lessons was less precise
    and strategies for evaluating and accelerating pupils’ progress in lessons were
    limited. Where learning support assistants were not available to work alongside
    teachers, the wide spread of ability and need in some classes slowed progress in
    mathematics because it was impossible for the teacher to provide the high level of
    one-to-one support required.
    The delivery of the curriculum is improving as teaching strengthens. The greater
    variety in learning activities is capturing pupils’ imaginations. Current provision is
    being reviewed to ensure that pupils’ basic skills are developed through all subjects.
    There are good plans for the introduction of topic work which will promote links
    between subjects as well as provide opportunities to develop pupils’ literacy,
    numeracy and ICT skills. There has been major investment in ICT facilities which will
    greatly improve pupils’ access to computers. However, much to the frustration of
    pupils and teachers, teething problems with the new system have not yet been
    completely resolved.
    Progress since the last section 5 inspection with the areas for improvement.
     Improve teaching so that most of the teaching is at least good by May
    2012, especially in writing and mathematics


 Improve the curriculum – satisfactory.

The effectiveness of leadership and management

Leaders at all levels are ambitious for the school and very committed to securing
improvement in outcomes for pupils. The prospect of the amalgamation has lifted
morale and renewed self-belief. Under the clear-sighted leadership of the acting
headteacher, the senior team is strengthening management systems across the
school. Much of this work is at an early stage of implementation and there are still
inconsistencies in practice. However, a cycle of regular lesson observation and

scrutiny of pupils’ work is becoming established. Detailed data analysis by senior

staff underpins accurate self-evaluation. Middle leaders understand their roles, feel
supported and are growing in confidence.
While the school improvement plan provides a clear and appropriate blueprint for
the work of the school, the success criteria are not always sufficiently sharp to leave
no doubt about the specific improvements required.

The improved system for tracking pupils’ progress is helping to promote equality of

opportunity because the school can identify gaps in the achievement of different
groups and devise interventions to tackle underachievement. Target setting is
functioning better at all levels. Whole-school targets are challenging but realistic.
Pupils have individual targets for improvement and a better grasp of what level they
are working at. They do not yet understand how their longer-term targets relate to

their work in class and teachers’ marking. Teachers are more accountable for pupils’

progress. Arrangements for performance management and continuous professional
development provide them with effective support and challenge.
The shadow governing body is much clearer about the strengths and weaknesses of
the junior school. Governors are better informed and able to ask pertinent questions

about pupils’ progress in the junior school. Arrangements for safeguarding now meet
all current requirements. Risk assessments are thorough and responsive to pupils’

particular needs.
The school is a harmonious and welcoming place which knows its context well. It is
developing well-focused plans to promote cohesion within and beyond its community
in a systematic way.
Progress since the last section 5 inspection with the areas for improvement.

 Take immediate action to ensure that all statutory requirements for

safeguarding are fully met by making sure that comprehensive risk
assessments of hazards on the school site and for all activities are


 Develop the capacity of leadership and management at all levels –


External support

The local authority’s statement of action to secure the school’s improvement is fit for
purpose, and, to date, the school has received effective and well-targeted support.
The focus on improving teaching and learning in English and mathematics has been
particularly beneficial. The local authority acknowledges that the weaknesses
resulting in special measures will not be completely resolved by amalgamation and
that ongoing support will be required.

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