East Tilbury Junior School Closed - academy converter March 31, 2012
phone: 01375 *** ***
interim headteacher: Mr Paul Griffiths
Primary — Foundation School
- Education phase
- Establishment type
- Foundation School
- Establishment #
- Close date
- March 31, 2012
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 568215, Northing: 178337
- GPS coordinates
- Latitude: 51.479, Longitude: 0.42099
- Accepting pupils
- 7—11 years old
- Ofsted last inspection
- Jan. 23, 2012
- Region › Const. › Ward
- East of England › South Basildon and East Thurrock › East Tilbury
- Town and Fringe - less sparse
- Trust school
- Is supported by a Trust
- East Tilbury Infant School RM188SB
- East Tilbury Junior School RM188SB (290 pupils)
- East Tilbury Primary School and Nursery RM188SB (291 pupils)
- 2.1 miles Herringham Primary School RM164JX
- 2.1 miles Herringham Junior Community School RM164JX
- 2.1 miles Herringham Primary Academy RM164JX (378 pupils)
- 2.2 miles Tilbury Manor Junior School RM188HJ
- 2.2 miles Manor Primary RM188HJ (554 pupils)
- 2.2 miles St Clere's School SS170NW
- 2.2 miles St Clere's School SS170NW (1015 pupils)
- 2.2 miles Manor Primary RM188HJ
- 2.3 miles Chadwell St Mary Primary School RM164DH (187 pupils)
- 2.4 miles Stanford-Le-Hope Junior School SS170DF
- 2.4 miles Stanford-Le-Hope Infant School SS170DF
- 2.4 miles Stanford-le-Hope Primary School SS170DF
- 2.4 miles Stanford-Le-Hope Primary School SS170DF (399 pupils)
- 2.5 miles The Gateway Primary Free School RM164LU (107 pupils)
- 2.6 miles St Chad's School RM188LH
- 2.6 miles The Gateway Academy RM164LU (999 pupils)
- 2.7 miles St Joseph's Catholic Primary School SS170PA (272 pupils)
- 2.7 miles The National Sea Training College DA122HR
- 2.8 miles Hassenbrook School Specialist Technology College SS170NS
- 2.8 miles Tilbury Pupil Referral Unit RM187AX
- 2.8 miles Hassenbrook Academy SS170NS (615 pupils)
|Inspection date(s)||23–24 January 2012|
East Tilbury Junior School
|Unique reference number||115010|
|Inspection dates||23–24 January 2012|
|Lead inspector||Mary Summers|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Junior|
|Age range of pupils||7–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||274|
|Appropriate authority||The governing body|
|Date of prev ious school inspection||29 Januar y 2009|
|School address||Princess Margaret Road|
|Telephone number||01375 846181|
|Fax number||01375 857846|
You can use Parent View to give Ofsted your opinion on your child’s school.
Ofsted will use the information parents and carers provide when deciding
which schools to inspect and when.
You can also use Parent View to find out what other parents and carers think
about schools in England. You can visit www.parentview.ofsted.gov.uk, or
look for the link on the main Ofsted website: www.ofsted.gov.uk
|Mary Summers||Additional inspector|
|Alan Radford||Additional inspector|
|Christopher Christofides||Additional inspector|
This inspection was carried out with two days' notice. Inspectors visited 16 lessons
taught by 10 teachers and met with groups of pupils, members of the governing
body and staff. They took account of the responses to the on-line questionnaire
(Parent View) in planning the inspection, and of the questionnaires returned by 65
parents and carers during the inspection. Inspectors observed the school’s work, and
looked at documents associated with safeguarding procedures and self-evaluation.
They examined data and other information about pupils’ progress, listened to pupils
read and looked at samples of their work. Inspectors also scrutinised the school’s
improvement plans, as well as the curriculum and teachers’ planning for lessons.
Information about the school
Most of the pupils who attend this average-sized primary school come from White
British backgrounds. The proportion of pupils known to be eligible for free school
meals is average. The proportion of disabled pupils and those with special educational
needs is also average. Many of these have moderate learning difficulties. The school
meets the government’s current floor standard. The school has won a number of
national awards in recent years, including the International Schools Intermediate
award, and has gained national Healthy Schools status.
In April 2012 the school will become an academy. It will be part of a family of schools
including the neighbouring infant and secondary schools, adopting the Co-operative
|Achievement of pupils||3|
|Quality of teaching||3|
|Behaviour and safety of pupils||2|
|Leadership and management||2|
- This is a satisfactory school that is improving rapidly because of the good
leadership provided by the headteacher and senior leaders. Well-structured and
rigorous procedures are improving the quality of middle management, teaching
and pupils’ achievement, which is currently satisfactory.
- Pupils’ behaviour is good. This enables pupils to concentrate on their learning.
Pupils and their parents and carers recognise that a very few pupils find it
difficult to behave well, but acknowledge that the school deals quickly with any
- The school has an accurate view of its strengths and weaknesses. Very
thorough and well-organised improvement plans are being implemented and
monitored carefully by senior leaders and the governing body.
- The quality of teaching is satisfactory. Teachers provide useful guidance to
pupils when they mark their books, but pupils are not always aware of their
individual targets for improvement. In some lessons, pupils are not involved
actively enough in their learning. Nonetheless, teachers are committed to
improving their practice and value the support and guidance offered by advisors
and colleagues from other schools.
- There are clear plans in place to ensure that pupils build progressively on their
reading, writing and mathematical skills. There are fewer opportunities within
other subjects for pupils to practice and refine these skills.
- The school tracks pupils’ progress very carefully and takes prompt action to
meet the needs of any who are falling behind. Sometimes, the information is
not used well enough to ensure that lessons challenge the more-able pupils.
- Links with parents and carers are developing, but are not yet sufficiently strong
to contribute effectively to pupils’ learning and development.
Schools whose effectiveness is judged satisfactory may receive a monitoring visit by
an Ofsted inspector before their next section 5 inspection.
What does the school need to do to improve further?
- Improve teaching so that 80% is good or better by July 2012 by:
ensuring that pupils are clear about their targets for improvement and
how to achieve them
challenging more-able pupils consistently in lessons
ensuring that pupils are engaged actively in learning during lessons for the
maximum amount of time.
- Extend the range of opportunities for pupils to develop literacy and numeracy
skills in different subjects.
- Strengthen links with parents and carers to encourage them to become active
partners in their children’s learning.
Achievement of pupils
Most parents and carers who returned questionnaires said that their children were
making good progress, but inspectors found that progress was satisfactory overall.
Pupils enter Year 3 at average levels of attainment and leave at the end of Year 6 at
broadly average levels. After several years when pupils’ attainment had been
average, it dropped sharply in 2010. A successful system of individual and small-
group support for pupils ensured that, in 2011, attainment rose to above average in
reading and writing and broadly average in mathematics.
Pupils are making satisfactory progress in reading, with most pupils in Year 3
working at broadly expected levels. They have a good knowledge of their letters and
sounds to be able to sound out new words. Pupils in Year 6 enjoy reading a range of
novels. One Year 6 class was reading ‘The Eye of the Wolf’ and reflecting sensitively
on the hardships faced by the two main characters. Pupils are making satisfactory
progress in writing, especially in literacy lessons, where they learn new skills and put
them into practice during focused writing sessions. In a Year 3 lesson for example,
pupils made good progress when they learned how to use ‘time connectives’ to
structure the opening part of their mystery stories. Pupils do not have enough
opportunities for pupils to practise and refine their reading, writing and mathematical
skills in different subjects.
Boys’ attainment in mathematics was lower than that of girls in Year 6 in 2011 and
the school has rightly focused on improving this over the current year. The gap is
closing quickly, with boys on track to gain higher levels this year. Disabled pupils and
those with special educational needs make the same progress as others. More-able
pupils make satisfactory progress, but are not always challenged to work at the high
levels of which they are capable, for example, when they repeat work that they can
Pupils enjoy their learning, especially when they are actively involved and stimulated
by the content of lessons. Pupils in Year 6 extended their knowledge of coordinates
successfully when they worked with positive and negative numbers in four
quadrants. They made excellent progress in this lesson because the activities were
challenging, interesting and involved pupils in a great deal of discussion.
Quality of teaching
Teachers have secure subject knowledge and plan together well in year groups to
avoid any repetition of work and to ensure equal opportunities for all pupils. They
manage behaviour well, dealing quickly with the few minor issues that arise. Staff
follow the school’s behaviour policy consistently and pupils are clearly aware of the
rewards and sanctions that apply. Tracking systems are used well to identify pupils
who need additional help and support, but less successfully to pitch work at high
enough levels for more-able pupils. The school has focused well on developing
consistency in marking procedures and teachers provide helpful pointers for
improvement regularly in pupils’ books. Teachers have been trained in the target-
setting process, but pupils are not always clear about the next steps in their learning.
Relationships between teachers and pupils are strong and result in a positive
atmosphere for learning. The initial parts of lessons are consistently good, with
teachers engaging pupils well in a range of quick-fire activities which keep them on
their toes and involve them actively in their learning. This was seen in a mathematics
lesson in Year 5 in which pupils used individual whiteboards to record the answers to
quick calculations involving decimal fractions and discussed their strategies with a
partner. Sometimes, the main teaching sections of lessons are less engaging, with
teachers talking for too long, leaving too little time for pupil activity. In these
situations, pupils lose concentration and this hinders their progress.
Topic work is being developed throughout the school and is beginning to make
learning more relevant and interesting to pupils. Pupils have too few opportunities to
practice their literacy and numeracy skills in other subjects. Most pupils and their
parents and carers who completed the questionnaire said the teaching was good, but
inspectors found it to be satisfactory overall, though showing distinct signs of
Behaviour and safety of pupils
The large majority of parents and carers say that pupils’ behaviour is typically good
and that it has improved greatly since the last inspection. This is because the school
has introduced very clear procedures to ensure that pupils know what is expected of
them and the rewards and sanctions that follow. While pupils and their parents and
carers identify a few incidents of inappropriate behaviour, they say that these are
rare and are dealt with well. Pupils say that minor arguments in the playground are
resolved quickly, often by play leaders in Year 6. The two playgrounds are well
supervised at break and lunch times and pupils are confident to go to adults on duty
if they have a problem. The school’s records show that there have been very few
exclusions and no racist incidents recently, which is an improvement on previous
years. The school is a harmonious community, which is safe and well maintained.
Attendance is average and improving. Punctuality is good, with the vast majority of
pupils arriving in plenty of time for the start of the school day. Most pupils are
enthusiastic about learning and respond well, especially when lessons engage their
interest. Year 6 pupils talked very sensitively about the work of Martin Luther King,
one reciting part of his famous speech, ‘I have a dream...’, which she had memorised
because, she explained, ‘I thought it was really important.’
Most pupils have a very clear understanding of what constitutes bullying and how the
school deals with it. They know how to decide upon a safe password and why it is
important not to enter personal details on to computer websites. Local police officers
visit the school regularly to teach pupils about cyber-bullying and how to keep safe
on the roads, the level crossing and around the village.
Leadership and management
The school has benefited greatly from its current leadership, which has successfully
galvanised teachers’ commitment and re-energised school life. Staff are working well
as a team to support the school’s vision and drive improvement forward. Middle
leaders now play an important role in driving school improvement, monitoring pupils’
progress regularly and providing workshops for teachers.
The governing body provides good strategic leadership and challenge to the school.
Although several of its members are newly appointed, it has a wide range of skills
with which to support the school’s work. The governing body has developed
successful systems to monitor and evaluate the success of the school’s plans. Good
relationships throughout the school mean that pupils are known well to adults and
their needs are addressed individually, ensuring that all pupils have equal
opportunities to succeed. There is no evidence of discrimination of any kind. School
leaders, including the governing body, monitor the well-being of pupils actively and
ensure that all safeguarding requirements are met.
School leaders have an accurate understanding of the school’s strengths and what
requires improvement. The school improvement plan focuses on raising standards.
Improvements in pupils’ attainment, as well as more effective senior and middle
leadership and governance, show that the school has a good capacity for sustained
improvement. Partnerships with parents and carers are growing but are not yet fully
effective in helping them take an active role in their children’s education.
Leaders have supported teachers well through a programme of rigorous classroom
observation and professional development, which is now showing an impact on their
teaching. Assessment systems have been revised to make them more accessible to
teachers, who are now being held accountable for their pupils’ progress. The
curriculum is broad and balanced and helps develop academic and personal skills. It
includes a good range of opportunities for pupils to engage in sporting, musical and
other creative activities in after-school clubs. Pupils enjoy two residential trips during
their time at the school, designed to extend their academic and physical skills as well
as helping them to learn to live together away from home. Pupils’ spiritual, moral,
social and cultural development is good. This is evident from the positive
relationships that exist throughout the school and pupils’ sensitive reflections during
assemblies and lessons.
What inspection judgements mean
|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|
|Pupil referral |
New school inspection arrangements have been introduced from 1 January 2012. This means that
inspectors make judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent
judgements that were made under the school inspection arrangements that were introduced on 1
September 2009. These data are consistent with the latest published official statistics about
maintained school inspection outcomes (see www.ofsted.gov.uk).
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.
Primary schools include primary academy converters. Secondary schools include secondary academy
converters, sponsor-led academies and city technology colleges. Special schools include special
academy converters and non-maintained special schools.
Percentages are rounded and do not always add exactly to 100.
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning and development taking account of their
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Attendance the regular attendance of pupils at school and in
lessons, taking into account the school’s efforts to
encourage good attendance.
Behaviour how well pupils behave in lessons, with emphasis
on their attitude to learning. Pupils’ punctuality to
lessons and their conduct around the school.
Capacity to improve: the proven ability of the school to continue
improving based on its self-evaluation and 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 governors and headteacher, to
identifying priorities, directing and motivating staff
and running the school.
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.
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.
Safety how safe pupils are in school, including in lessons;
and their understanding of risks. Pupils’ freedom
from bullying and harassment. How well the school
promotes safety, for example e-learning.
25 January 2012
Inspection of East Tilbury Junior School, Tilbury, RM18 8SB
Thank you so much for welcoming us recently and giving us your opinions about the
school. Your views in the questionnaire and everything else that we saw helped us to
get to know your school and how well it works. You go to a satisfactory school. Here
are some of the things we liked best.
- You get on well with your teachers and with one another and enjoy coming to
school. Your behaviour is good and the few pupils who have difficulty behaving
are supported well by adults.
- You have a very clear understanding of what bullying is and you say that any
rare cases of bullying are quickly dealt with.
- There are many clubs for you to join so you can learn different skills and
- The headteacher, deputy headteacher and governing body do a good job in
keeping you safe and helping the school to improve.
We have asked the school to do the following are the things to make it even better:
- set you work that is always matched to your ability and involve you actively in
- make sure that you know your individual targets for improvement
- plan more opportunities to practise your reading, writing and mathematical
skills in different subjects
- extend the links with your parents and carers to help them support you in your
You all can play your part in helping your school become even better by making sure
you come to school every day, unless you are ill, behave well and continue to work
Lead inspector (on behalf of the inspection team)