Christ Church, Erith,CofE VA Primary School Closed - for academy April 30, 2013
Headed by Mrs Gillian Ball
School holidays for Christ Church, Erith,CofE VA Primary School via Bexley council
Primary — Voluntary Aided School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Aided School
- Establishment #
- Open date
- Sept. 1, 2003
- Close date
- April 30, 2013
- Reason open
- Change Religious Character
- Reason closed
- For Academy
- OSGB coordinates
- Easting: 550983, Northing: 177699
- GPS coordinates
- Latitude: 51.478, Longitude: 0.17277
- Accepting pupils
- 4—11 years old
- Ofsted last inspection
- Sept. 28, 2009
- Diocese of Rochester
- Region › Const. › Ward
- London › Erith and Thamesmead › Erith
- Urban > 10k - less sparse
- Christ Church CofE VA School DA83DG
- Christ Church (Erith) CofE Primary School DA83DG (374 pupils)
- 0.4 miles St Fidelis Catholic Primary School DA83HQ (469 pupils)
- 0.4 miles Erith School DA83BN
- 0.4 miles Erith Secondary School DA83BN (1969 pupils)
- 0.5 miles Colyers Primary School DA83PB
- 0.6 miles Peareswood Primary School DA83PR
- 0.6 miles Normandy Primary School DA76QP (577 pupils)
- 0.6 miles Normandy Junior School DA76QP
- 0.6 miles Normandy Infant and Nursery School DA76QP
- 0.6 miles Peareswood Primary School DA83PR (327 pupils)
- 0.7 miles Trinity School, Belvedere DA176HT
- 0.7 miles Picardy School DA176HT
- 0.7 miles Bexley College DA176JA
- 0.7 miles Trinity Church of England School, Belvedere DA176HT (1126 pupils)
- 0.8 miles Northumberland Heath Primary School DA81JE
- 0.8 miles Barnehurst Infant School DA83NL
- 0.8 miles Barnehurst Junior (Foundation) School DA83NL
- 0.8 miles Northumberland Heath Junior School DA81JE
- 0.8 miles Northumberland Heath Infant School DA81JE
- 0.8 miles Northumberland Heath Primary School DA81JE (557 pupils)
- 0.8 miles Barnehurst Infant School DA83NL (233 pupils)
- 0.8 miles Barnehurst Junior (Foundation) School DA83NL (240 pupils)
- 0.9 miles The Howbury Centre Pupil Referral Unit DA82HX
Ofsted report transcript
Christ Church, Erith,CE VA Primary
134358Unique Reference Number
2223 November 2006Inspection dates
Barbara AtchesonReporting inspector
This inspection of the school was carried out under section 5 of the Education Act 2005.
Lesney Park RoadSchool addressPrimaryType of school
ErithVoluntary aidedSchool category
311Age range of pupils
01322 333780Telephone numberMixedGender of pupils
01322 351465Fax number292Number on roll (school)
Rev John DraycottChairThe governing bodyAppropriate authority
Mrs Beverley GardnerHeadteacher
Date of previous school
Inspection numberInspection datesAge group
2825692223 November 2006311
© Crown copyright 2006
This document may be reproduced in whole or in part for non-commercial educational purposes, provided that
the information quoted is reproduced without adaptation and the source and date of publication are stated.
Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must
provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost
of reproduction may be made for any other copies supplied.
Inspection Report: Christ Church, Erith,CE VA Primary School, 2223 November 2006
The inspection was carried out by three Additional Inspectors.
Description of the school
Christ Church is a larger than average primary school which serves an increasingly
culturally diverse area of deprivation. A higher than average proportion of pupils have
learning difficulties and disabilities. A similarly high proportion is entitled to free school
meals. The proportion of pupils who are learning English as an additional language is
lower than average. Christ Church opened in 2003 and became voluntary aided in 2004.
Key for inspection grades
1Inspection Report: Christ Church, Erith,CE VA Primary School, 2223 November 2006
Overall effectiveness of the school
Inspectors agree with the school's accurate self-evaluation that this is an improving
school that provides a satisfactory education for its pupils.
When the headteacher arrived in 2004, the school had significant weaknesses. She
quickly formed an accurate view of the school's performance and, supported effectively
by governors and local authority, put in place a rigorous programme of improvement.
As a result, behaviour has improved dramatically and pupils' personal development
and well-being are now satisfactory. Pupils clearly enjoy school and make the most of
opportunities. Attendance has improved and is now average. At the heart of the school
is the belief that every child matters and, as a result, pupils know how to stay healthy
and safe. Parents feel that the school is open and welcoming. This caring ethos ensures
that all pupils are valued and thrive socially and emotionally. This has had a positive
impact on pupils' attitude to learning and is a major factor in their improved rates of
progress. Parents and pupils appreciate this change for the better. One pupil said 'The
school has really improved - a lot'. The school has strong links with outside agencies
and uses these well particularly in the support of pupils with learning difficulties.
Pupils, including children in the Foundation Stage, are now achieving satisfactorily.
Pupils in Years 1 to 6 are making progress at least at the expected rate, but many have
gaps in their knowledge, skills and understanding particularly in mathematics and
science. For example, weaknesses in the mathematical problem-solving and scientific
investigation, slows their progress. The legacy of past underachievement is slowly
being dealt with but standards remain below average particularly in mathematics and
Teachers have shown a commitment to raise standards and improve pupils' achievement
and, as a result, teaching is now satisfactory. However there is still a lack of consistency
in teachers' expectations and in the way in which work is matched effectively to pupils'
needs. In particular too little is expected of more able pupils. Teachers mark work
conscientiously but do not always provide clear guidance for pupils on how to improve
their next piece of work.
The introduction of a 'creative learning journey' has been an important improvement
in curriculum planning which has brought enjoyment and a new relevance to pupils'
learning. However children in the Reception class have too few opportunities to explore
and investigate and this limits their learning.
Under the good leadership of the headteacher, governors and staff have a clear
understanding of what needs to be done to improve but recognize that there is still
much to be accomplished. New members of the senior leadership team are at an early
stage in developing this aspect of their work. Clear plans for improvement include
well-defined targets to ensure that improvement is sustained. All of these improvements
illustrate that the school has satisfactory capacity to improve.
2Inspection Report: Christ Church, Erith,CE VA Primary School, 2223 November 2006
What the school should do to improve further
- Raise standards in mathematics and science.
- Improve teaching, especially matching work more effectively to pupils' needs,
stretching the more able and marking.
- Improve the curriculum for the Foundation Stage.
Achievement and standards
Most pupils, regardless of their gender or ethnic background, are now making progress
at the expected rate and achieving satisfactorily, however more able pupils could
achieve more. Children in the Foundation Stage make secure progress as a result of
satisfactory provision, but their learning is limited by too few opportunities to
investigate and explore. The school's comprehensive tracking of each pupil's progress
shows that they are now making satisfactory progress between Years 1 and 6.
However national assessments at the end of Years 2 and 6 in 2006 show that standards
are below average. They are not as high as they should be, particularly in mathematics
and science. Analysis of work shows weaknesses in the vocabulary used by pupils in
their writing, their mathematical problem-solving and scientific investigation and
Personal development and well-being
Pupils' personal development and well-being are satisfactory. They are happy, friendly
and enjoy school. This is reflected in their satisfactory rates of attendance. Behaviour
has improved immensely and is now satisfactory. One pupil said 'Behaviour was really
bad but, now pupils know what's coming to them and know not to do it again'. As a
result, the number of exclusions has fallen significantly.
Pupils enjoy lessons and behave well in class. Most pupils and parents are happy that
issues of bullying are dealt with satisfactorily. Pupils' spiritual, moral, social and cultural
development is satisfactory. They show respect for each other, although some playtime
behaviour is over boisterous. Inspectors agree with some pupils who say that there is
not enough equipment to encourage play.
Pupils are developing satisfactory skills for the future. School council gives them a
voice in the life of the school. Pupils improve the environment of the community by
planting trees and feel that it is a privilege to sing carols locally. They have a satisfactory
awareness of how to be healthy. They enjoy doing exercise and know how to keep
themselves safe both in school and in the wider world.
3Inspection Report: Christ Church, Erith,CE VA Primary School, 2223 November 2006
Quality of provision
Teaching and learning
Teaching and learning are satisfactory and pupils' progress reflects this. Good
relationships and clear systems for managing behaviour ensure that most pupils behave
well. Sometimes, when tasks are not well matched to pupils' needs they lose
concentration and do not behave as well as they should. Nonetheless, pupils mostly
enjoy lessons and say that activities have become more interesting. Teachers place a
strong emphasis on discussion work, which helps pupils to improve their thinking and
explain different points of view. When combined with the focus on basic writing skills
these are important reasons why standards and achievement in English are improving.
In mathematics, teaching and learning have shortcomings, which prevent pupils from
achieving as well as they might. This is because the pace of learning is too slow for
more able pupils and sometimes teachers do not make learning clear enough to pupils
or provide suitable and challenging practical activities.
Curriculum and other activities
The curriculum is satisfactory. The newly implemented 'creative learning journey' has
made learning relevant and exciting because of the meaningful links that are made
between subjects. One parent commented 'I am particularly happy to see that the
curriculum has become increasingly creative'. Themes such as 'Pirates' and 'The World
Cup' captivate the interest of all pupils. However, the lapse between times when music,
for example, is taught means that pupils sometimes have difficulty recalling previous
learning. Support and intervention programmes are used effectively and as a result
provision for pupils with learning difficulties and disabilities is now satisfactory.
Whilst provision for the Foundation Stage is otherwise satisfactory, the curriculum
gives children too few opportunities to explore and investigate. This, together with
the fact that reception class lack their own dedicated outdoor space, limits learning.
Pupils are appreciative of the range of after-school clubs now on offer. Activities that
promote good personal development have resulted in raising pupils' awareness of
healthy eating, the benefits of physical exercise and the need to remain safe and act
Care, guidance and support
The school provides satisfactory care, support and guidance. Pastoral care is good,
especially through the work of the 'Social Skills Group', which pupils say helps them
to overcome anger and, 'Not behave so badly'. Robust child protection procedures are
in place. Pupils with learning difficulties receive good support which is enhanced by
strong links with outside agencies. Parents confirm that this is a caring school.
4Inspection Report: Christ Church, Erith,CE VA Primary School, 2223 November 2006
Pupils speak enthusiastically about their targets for improvement and their work is
marked regularly. While some comments do guide pupils in how to improve their work,
this is not consistent enough, especially in mathematics. Moreover, where teachers
do make good suggestions, these are not acted upon enough by pupils to help them
to make quicker progress.
Leadership and management
Leadership and management are satisfactory. The leadership of the headteacher is
good. Her drive and clarity of vision is successfully building a staff team committed
to accelerating pupil progress and lifting standards. As a result the school is recovering
successfully from a period of decline. The headteacher's systematic approach to all
aspects of management has provided a solid foundation for further improvement.
Plans for sustaining improvement and further development are clear and easily
evaluated against explicit success criteria. Newly defined roles for the senior leadership
team mean that they all have a clear view of their duties. However, most are at an
early stage in developing this aspect of their work.
Governors are increasingly effective in their role. They are fully involved in the life
and work of the school and know its strengths and weaknesses. They are supportive
but are not afraid of engaging in robust discussion. However, their knowledge and
understanding of data relating to the performance of pupils is not always sufficient
to enable them to ask challenging questions.
5Inspection Report: Christ Church, Erith,CE VA Primary School, 2223 November 2006
Any complaints about the inspection or the report should be made following the procedures
set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s
6Inspection Report: Christ Church, Erith,CE VA Primary School, 2223 November 2006
Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4
How effective, efficient and inclusive is the provision of education, integrated
care and any extended services in meeting the needs of learners?
How well does the school work in partnership with others to promote learners'
3The quality and standards in the Foundation Stage
3The effectiveness of the school's self-evaluation
3The capacity to make any necessary improvements
Effective steps have been taken to promote improvement since the last
Achievement and standards
3How well do learners achieve?
reached by learners
How well learners make progress, taking account of any significant variations between
groups of learners
3How well learners with learning difficulties and disabilities make progress
Personal development and well-being
How good is the overall personal development and well-being of the
3The extent of learners' spiritual, moral, social and cultural development
3The behaviour of learners
3The attendance of learners
2How well learners enjoy their education
3The extent to which learners adopt safe practices
3The extent to which learners adopt healthy lifestyles
3The extent to which learners make a positive contribution to the community
How well learners develop workplace and other skills that will contribute to
their future economic well-being
The quality of provision
How effective are teaching and learning in meeting the full range of the
How well do the curriculum and other activities meet the range of needs
and interests of learners?
3How well are learners cared for, guided and supported?
Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly
below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.
7Inspection Report: Christ Church, Erith,CE VA Primary School, 2223 November 2006
Leadership and management
How effective are leadership and management in raising achievement
and supporting all learners?
How effectively leaders and managers at all levels set clear direction leading
to improvement and promote high quality of care and education
How effectively performance is monitored, evaluated and improved to meet
How well equality of opportunity is promoted and discrimination tackled so
that all learners achieve as well as they can
How effectively and efficiently resources, including staff, are deployed to
achieve value for money
The extent to which governors and other supervisory boards discharge their
Do procedures for safeguarding learners meet current government
NoDoes this school require special measures?
NoDoes this school require a notice to improve?
8Inspection Report: Christ Church, Erith,CE VA Primary School, 2223 November 2006
Text from letter to pupils explaining the findings of the inspection
Thank you for all the help you gave us when we came to visit your school. We enjoyed our visit
very much, especially talking to you and looking at your work. We agree that your school is
improving and gives you a satisfactory education. We are sure your teachers and parents are
very proud of the way that behaviour has improved. From all the excited conversations we had
with you it was clear that you enjoy school and appreciate your teachers. You are looked after
well. We know this because you told us how safe you feel at school, and how much you
appreciate the support you receive from adults, who understand you.
You have really improved the way you are learning but at the moment standards are low, and
we believe they can improve. This is especially true of mathematics and science. We have asked
the teachers to do all they can to help you to get better and better at improving your vocabulary,
using your mathematical skills to solve problems and improving your investigation, thinking
and recording skills in science.
Your teachers work very hard to make lessons interesting and fun, but sometimes we believe
the work isn't quite right for you, either because it is too easy or too hard. So we have asked
them to make sure it is at just the right level. We want teachers in the Reception classes to
make sure that you get lots of opportunities to explore and investigate the world around you
so that you can discover new things. Thank you once again for being so friendly and making
us so welcome.
Mr. Fitzgerald, Mrs. Simmons and I are sure that you will do your best to help. We wish you
well in the future and hope that you will always be as happy in school as you are now.
Barbara Atcheson (Lead inspector)
9Inspection Report: Christ Church, Erith,CE VA Primary School, 2223 November 2006