School etc

Chadwell St Mary Primary School

Chadwell St Mary Primary School
River View
Chadwell St Mary

phone: 01375 843280

headteacher: Mrs Julie Donnelly


school holidays: via Thurrock council

187 pupils aged 4—10y mixed gender
210 pupils capacity: 89% full

95 boys 51%


90 girls 48%


Last updated: Sept. 4, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 564526, Northing: 178558
GPS coordinates
Latitude: 51.482, Longitude: 0.36802
Accepting pupils
5—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 10, 2011
Region › Const. › Ward
East of England › Thurrock › Chadwell St Mary
Urban > 10k - less sparse
Free school meals %

rooms to rent in Grays

Schools nearby

  1. 0.3 miles Herringham Primary School RM164JX
  2. 0.3 miles Herringham Junior Community School RM164JX
  3. 0.3 miles Herringham Primary Academy RM164JX (378 pupils)
  4. 0.5 miles The Gateway Primary Free School RM164LU (107 pupils)
  5. 0.6 miles Thurrock College RM162YR
  6. 0.6 miles Palmer's College RM175TD
  7. 0.6 miles Thurrock and Basildon College RM162YR
  8. 0.7 miles Woodside Primary School RM162GJ
  9. 0.7 miles Woodside Academy RM162GJ (502 pupils)
  10. 0.8 miles Torells School RM162XN
  11. 0.8 miles The Gateway Community College RM162XN
  12. 0.9 miles Treetops School RM162WU (275 pupils)
  13. 1 mile Tilbury Manor Junior School RM188HJ
  14. 1 mile Manor Primary RM188HJ (554 pupils)
  15. 1.1 mile St Chad's School RM188LH
  16. 1.1 mile The Gateway Academy RM164LU (999 pupils)
  17. 1.1 mile Tilbury Pupil Referral Unit RM187AX
  18. 1.1 mile Manor Primary RM188HJ
  19. 1.2 mile Little Thurrock Primary School RM175SW (564 pupils)
  20. 1.2 mile Jack Lobley Primary School RM187AX
  21. 1.4 mile Thameside Junior School RM176EF
  22. 1.4 mile Lansdowne Primary School RM187QB
  23. 1.4 mile Lansdowne Primary Academy RM187QB (650 pupils)
  24. 1.4 mile Thameside Primary School RM176EF (570 pupils)

List of schools in Grays

Age group 4–11
Inspection date(s) 10–11 November 2011
Inspection number 378952

Chadwell St Mary Primary School

Inspection report

Unique Reference Number 114900
Local Authority Thurrock
Inspect ion number 378952
Inspect ion dates 10–11 November 2011
Report ing inspector Kathy Hooper

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

Type of school Primary
School category Community
Age range of pupils 4–11
Gender of pupils Mixed
Nu mber of pupils on the school roll 185
Appropriate authority The governing body
Chair Lea Tyler
Headteacher Frances Cooper
Date of previous school inspection 14 October 2009
School address River View
Chadwell St Mary
RM16 4DH
Telephone number 01375 843280
Fax number 01375 840071
Email address reveal email: adm…


This inspection was carried out by three additional inspectors. They observed 13
lessons and eight teachers. Meetings were held with the headteacher, members of
the senior leadership team, governing body and pupils. Inspectors observed the

school’s work and lunch and break times. They examined pupils’ work, analyses of
their progress, teachers’ planning of work, minutes of meetings and other records.

They scrutinised 88 questionnaires from parents and carers, 101 from pupils and 17
from staff.

The inspection team reviewed many aspects of the school’s work. It looked in detail

at a number of key areas.

  • Have standards improved for all pupils in writing, phonics and mathematics?
  • Have teachers raised their expectations for higher attaining pupils and put in
    place appropriate strategies, for example for teaching phonics, to secure
    effective learning for all pupils?
  • How well have senior and middle managers developed their monitoring
    procedures to address underperformance, for example in writing and girls’
  • Have the good standards in Reception been maintained and what impact do
    they have on Key Stage 1?

Information about the school

The school has increased in size in the last three years but remains smaller than
average. There is a higher-than-average proportion of boys, pupils who are known to
be entitled to free school meals and pupils with special educational needs and/or
difficulties. The school has increasing and slightly higher-than-average proportions of
pupils from minority ethnic groups and those whose first language is not English.
About a third of pupils have joined the school at other than the usual times. There is
a range of after-school provision and a breakfast club. The school has Healthy
Schools status, and has awards for Activemark, Basic Skills Quality Mark, Primary
Science Quality Mark Bronze and Foundation Level International Schools.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, 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? 2
The school’s capacity for sustained improvement 2

Main findings

This is a good school that is rapidly improving because good monitoring procedures
have improved the quality of teaching. From very low starting points on arrival in
Reception, attainment is comparable with similar schools nationally by the end of Key
Stage 1, and slightly above average in English and mathematics at the end of Key

Stage 2. Although improving, pupils’ writing is not as good as their reading and

mathematics. All pupils achieve well because they enjoy lessons and value the
support they receive from staff. This is evidenced in their increasingly good

attendance and in comments from parents and carers such as, ‘Our daughter has

settled brilliantly and the teachers have encouraged her educational gifts and
recognised her talents.’ There is an inclusive ethos and every pupil is well known to
all staff. Pupils feel exceptionally secure and understand how to keep themselves

safe, because they are supported by robust safeguarding procedures. Pupils’

excellent knowledge of health issues is demonstrated in the high take-up of school
meals and their engagement in physical activities. Older pupils contribute well to

maintaining the school’s supportive family ethos. Pupils learn how to work with

others and treat each other with respect, but their first-hand experience of different

cultures and communities is limited. Pupils’ skills in information and communication

technology are not fully developed because they do not have regular enough
opportunities to use these to support their learning in different subjects.
Pupils concentrate and try hard in lessons because of well-conceived teaching. In the
best lessons, pupils are actively engaged in investigations, with teachers promoting
insights through very skilful questioning. Good interactions between pupils, and
between pupils and staff, in these lessons generate animated discussion. In some
lessons, learning objectives are too general and limit accurate assessments of
progress. Marking is regular, but does not always indicate to pupils how they might
improve their work. The curriculum is relevant, and recent developments make it
increasingly exciting and integrated. A determined focus on phonics has raised levels

of reading throughout the school.

The quality of the care, guidance and support pupils receive is outstanding. Any
difficulties they have in learning are promptly addressed through a good range of
interventions. The needs of those pupils joining the school at other than the usual
time are quickly identified. Pupils with a history of failure in other schools, those with
special educational needs and/or disabilities, and those with English as an additional
language thrive and blend well into the school community. The school makes great
efforts to support pupils and their families and the breakfast club is well attended on
an ad hoc basis. As a result, all pupils make good progress, and for some their

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

progress is outstanding. This is echoed in a comment from a parent or carer, ‘My
children changed school on a recommendation and I am very pleased with their
progress and happiness.’

The leadership team’s strong focus on improving standards is reflected throughout

the school. Middle and senior managers successfully use robust and rigorous
monitoring systems to provide a clear picture of progress for individuals and groups
and identify where pupils are underachieving. The rise in standards since the

previous inspection is impressive and indicates the school’s good capacity to maintain

improvement. Well-targeted, ongoing professional development ensures teachers
continue to develop their practice. The governing body is new, and well-poised to
generate robust systems for holding the school to account. However, school
development planning does not provide sufficient detail to support the governing
body in monitoring the school in depth. Parents and carers are increasingly well
represented at all school functions. Although there are good links with the local
community, those further afield are less well developed.

What does the school need to do to improve further?

  • Raise standards in writing throughout the school by reinforcing pupils’ improving
    skills across the curriculum.
  • Improve teaching and learning by:
    breaking down lesson objectives into measurable skills and knowledge
    ensuring that all marking helps pupils to improve their work
    extending the use of information and communication technology in
    lessons to better support learning.
  • Improve the quality of whole-school development planning to support the
    monitoring role of the governing body.
  • Develop links with the wider community to support pupils’ improved cultural
    understanding and promote community cohesion.
    Pupils achieve well and an increasing proportion of them attain the higher levels in
    tests at the end of Key Stage 2, particularly in mathematics. The underperformance
    of girls in mathematics has been addressed. The improved achievement of Key Stage
    1 pupils is well supported by the good standards in Reception. Standards throughout
    the school show marked improvements and, at the end of Key Stage 2, pupils
    reached those expected nationally for the first time this year. In a Year 6 lesson,
    pupils learned the difference between, and application of, ‘mean’ and ‘median’ when
    measuring each other’s body dimensions in order to investigate who was the alien
    from another planet. They asked questions and drew conclusions, prompting one to
    Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate
    Please turn to the glossary for a description of the grades and inspection terms
    exclaim ‘Wow!’ when struck by a significant insight. Pupils whose first language is not
    English make rapid strides in their learning, especially in mathematics. Their
    understanding is often promoted by translations provided by other native speakers
    when support staff cannot find appropriate vocabulary. Pupils with special
    educational needs and/or disabilities make good progress because of well-focused
    interventions and sensitive questioning by staff. Pupils’ reading is improving and
    increasing numbers are beginning to enjoy books. While pupils’ writing overall is
    improving, it is still lower than expected. Nevertheless, the gap between reading and
    writing is reducing, particularly in Key Stage 1.
    Pupils’ personal development is promoted through a shared approach to learning
    across the school. They feel safe and understand dangers beyond school. Their
    understanding of health issues in evident in their explanations of the content of lunch
    boxes. Attendance at a wide range of after-school physical activities is high and
    many pupils cycle or walk to school. Pupils’ spiritual, moral, social and cultural
    development is good overall. Strategies, such as ‘Chadwell Choices’, help to promote
    excellent relationships between pupils and they support each other well. The
    breakfast club provides pupils with a good start to the school day. Pupils say one of
    the best things about their school is that other pupils are kind. Whole-school
    activities, where learning and achievements are shared, generate a very strong sense
    of community. While pupils know about different religions and cultures, their
    experience beyond the immediate community is limited.
Outcomes for individuals and groups of pupils 2

These are the grades for pupils’ outcomes

Pupils’ achieveme nt and the extent to which they enjoy their learning
Taking into account:
Pupils’ attainment
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 safe 1
Pupils’ behaviour 2
The extent to which pupils adopt healthy lifesty les 1
The extent to which pupils contribute to the school and w ider community 3
The extent to which pupils develop workplace and other skills that will
contribute to their future economic well-being
Taking into account:
Pupils’ attendance


The extent of pupils’ spiritual, moral, social and cultural development 2

How effective is the provision?


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

and 4 is low

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Teaching is supported by clear plans for lessons that appeal to the experiences and
interests of the pupils. Teachers use a good range of active strategies to engage
pupils, for example, hot seating to understand characters in books. Pupils say they

have fun lessons every day, and that their school is ‘smart’ because they are well

challenged. In the best lessons, higher ability pupils are given tasks that promote
their thinking. However, the success criteria relating to learning objectives are

occasionally too general to ensure that every pupil’s needs are fully met. Pupils learn

to assess their own learning and that of others and many understand the level at
which they are working, through target setting. However, marking does not always

identify pupils’ strengths and areas for development to help them to improve. A very

small minority of Key Stage 2 pupils indicated they did not know how well they were
An increasingly relevant and wide curriculum engages all pupils very well. They have

many memorable experiences, such as painting a picture while listening to Holst’s

Planet Suite, supported by parents. Flexible and accurate setting across years in
English and mathematics in Key Stage 2 enables pupils to be well supported,
stretched and challenged. Individual barriers to learning are promptly addressed and
late entries into school quickly integrated. Great emphasis is placed on working with

families to ensure that pupils’ needs are appropriately met. The before- and after-

school activities are well run and provide pupils with good opportunities to mix with
others and enjoy a range of activities.

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 curr iculum meets pupils’ needs, including, where
relevant, through partnerships
The effectiveness of care, guidance and support 1

How effective are leadership and management?

A period of continuous leadership by a determined headteacher, supported by a
committed staff and supportive community, has generated a positive and successful

school atmosphere. The school’s robust systems for monitoring pupils’ progress

ensure that leaders make good use of this information to identify gaps in their
learning; consequently equal opportunities are promoted well. This information also
provides the evidence needed by staff to continually improve standards. The school
development planning identifies appropriate priorities, but tends to be too general to
enable rigorous monitoring by the governing body. The new governing body is very
knowledgeable but has yet to establish ways of working that will ensure good
oversight of the school. Nevertheless, safeguarding procedures are good because
staff and governors are thorough in their monitoring, and frequent training enables

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

them to identify and pre-empt issues. The enthusiasm and support of a growing
number of parents and carers was evident during an excellent presentation by Year 2
pupils about the Fire of London. The school has conducted an audit of its provision
for community cohesion but its plans for links beyond the school and its immediate
community are at an early stage of development.

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and
driving improvement
Taking into account:
The leadership and management of teaching and learning


The effectiveness of the governing body in challeng ing and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities
The effectiveness of the school’s engagement with parents and carers 2
The effectiveness of partnerships in promoting learning and well-being 2
The effectiveness with which the school promotes equality of opportunity and
tackles discrimination
The effectiveness of safeguarding procedures 2
The effectiveness with which the school promotes community cohesion 3
The effectiveness with which the school deploys resources to achieve value for

Early Years Foundation Stage

Children make good progress from very low starting points because staff work
closely with their parents and carers to identify and meet their needs. They make
particularly good progress in communication, language and literacy, and in their
problem-solving, reasoning and number. The school’s strong emphasis on children’s
personal, social and emotional development enables them to settle quickly, adapting

well to the school’s routines. Children with English as an additional language make

good progress and are supported by signing and visual timetables. Children with
barriers to their learning, including those with special educational needs and/or
disabilities, are quickly identified and supported to achieve well.
A rich and stimulating environment provides for indoor and outdoor play and a good
balance between adult-led and child-initiated activities. Teaching is well matched to

children’s needs, but planning is occasionally too general. Assessments of progress

are exceptionally rigorous, but occasionally lead to an under-estimation of children’s

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 2

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years Foundation


Views of parents and carers

A higher-than-usual proportion of parents and carers returned questionnaires and
these were overwhelmingly positive. The most positive areas of agreement were

related to their children’s safety, their enjoyment and the leadership and

management of the school. Although there was hardly any disagreement, the

inspection team looked into the few concerns raised. They found safeguarding to be
robust, high levels of enjoyment among pupils, and strong leadership and

Responses from parents and carers to Ofsted’s questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Chadwell St Mary Primary
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.
The inspection team received 88 completed questionnaires by the end of the on-site inspection. In
total, there are 185 pupils registered at the school.
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%.

Statements Strongly
Agree Disagree disagree
Total % Total % Total % Total %
My child enjoys school 62 70 22 25 3 3 0 0
The school keeps my child
66 75 20 23 0 0 1 1
The school informs me about
my child’s progress
54 61 28 32 4 5 0 0
My child is making enough
progress at this school
59 67 25 28 3 3 1 1
The teaching is good at this
63 72 22 25 3 3 0 0
The school helps me to
support my child’s learning
57 65 27 31 2 2 1 1
The school helps my child to
have a healthy lifestyle
53 60 30 34 5 6 0 0
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
45 51 36 41 2 2 0 0
The school meets my child’s
particular needs
49 56 36 41 1 1 1 1
The school deals effectively
with unacceptable behaviour
51 58 32 36 2 2 1 1
The school takes account of
my suggestions and
41 47 37 42 4 5 1 1
The school is led and
managed effectively
59 67 27 31 1 1 0 0
Overall, I am happy with my
child’s experience at this
63 72 23 26 2 2 0 0


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding
school provides exceptionally well for all its pupils’ needs.
Grade 2 Good These are very positive features of a school. A school
that is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These 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

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 43 47 10 0
Primary schools 6 46 42 6
14 36 41 9
Sixth forms 15 42 41 3
Special schools 30 48 19 3
Pupil referral
14 50 31 5
All schools 10 44 39 6

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 are for the period 1 September 2010 to 08 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in

secondary schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their

learning, development or training.

Attainment: 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

Learning: 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
  • Outcomes for individuals and groups of
  • The quality of teaching.
  • The extent to which the curriculum meets
    pupils’ needs, including, where relevant,
    through partnerships.
  • The effectiveness of care, guidance and
    Progress: 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.
    14 November 2011
    Dear Pupils
    Inspection of Chadwell St Mary Primary School, Grays, RM16 4DH
    Thank you so much for making us very welcome when we visited your school this
    week. We thoroughly enjoyed seeing activities, looking at your work and talking to
    you and your teachers.
    We found your school to be good. You all make good progress in your lessons. Your
    school has a great family atmosphere. You clearly enjoy coming to school and it was
    good to see you taking great care of each other. We very much enjoyed the class
    assembly taken by Year 2, and to see your growing enjoyment of books and
    mathematics. It was great to see so many of your parents in school, for example
    those working with Year 5 on their paintings.
    In order to make your school even better, we have asked the headteacher and staff
    to do four things.
  • Help you to make your writing as good as your reading and mathematics.
  • In lessons, be more specific in what they want you to learn and how you can
    improve your work, and give you more opportunities to use your information
    and communication technology skills.
  • Develop how the school plans for the future to help the governors check how
    well it is doing.
  • Increase partnerships and links beyond the local community.
    You can help them by taking greater care with your writing, and asking for help
    when you do not understand what to do, or do not know how to improve your work.
    Yours sincerely
    Kathy Hooper
    Lead inspector

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