School etc

Friars Primary School and Nursery

Friars Primary School and Nursery
Constable Way

phone: 01702 294837

executive headteacher: Mrs Cheryl Woolf

school holidays: via Southend-on-Sea council

423 pupils aged 2—10y mixed gender
395 pupils capacity: 107% full

225 boys 53%

≤ 273y214a134b54c175y256y277y198y279y3610y30

195 girls 46%

≤ 264a114b54c95y356y327y228y239y1410y26

Last updated: June 20, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Open date
Sept. 1, 2004
Reason open
Result of Amalgamation
OSGB coordinates
Easting: 593881, Northing: 185862
GPS coordinates
Latitude: 51.538, Longitude: 0.79428
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Jan. 23, 2013
Region › Const. › Ward
East of England › Rochford and Southend East › Shoeburyness
Urban > 10k - less sparse
Free school meals %

rooms to rent in Southend-On-Sea

Schools nearby

  1. Friars Junior School SS39XX
  2. Friars Infant School and Nursery SS39XX
  3. Seabrook College, Shoebury Centre SS39SW (36 pupils)
  4. 0.4 miles St George's Catholic Primary School SS39RN (208 pupils)
  5. 0.7 miles Hinguar Community Primary School SS39FE (254 pupils)
  6. 0.8 miles Richmond Avenue Junior School SS39LG
  7. 0.8 miles Richmond Infants' and Nursery School SS39LG
  8. 0.9 miles Shoeburyness High School SS39LL
  9. 0.9 miles Richmond Avenue Primary School SS39LG (377 pupils)
  10. 0.9 miles Shoeburyness High School SS39LL (1662 pupils)
  11. 1 mile Great Wakering Primary School SS30EJ (394 pupils)
  12. 1 mile Thorpedene Primary School SS39NP (539 pupils)
  13. 1 mile Thorpedene Junior School SS39NP
  14. 1 mile Great Wakering County Primary School SS30EJ
  15. 1.2 mile Bournes Green Junior School SS13PX (263 pupils)
  16. 1.2 mile Bournes Green Infant School SS13PS (180 pupils)
  17. 1.7 mile Thorpe Hall School SS13RD (304 pupils)
  18. 1.7 mile Alleyn Court Preparatory School SS30PW (307 pupils)
  19. 1.7 mile Alleyn Court Eton House School SS30PW
  20. 1.9 mile The Thorpe Bay School SS24UY
  21. 2 miles Futures Community College SS24UY (797 pupils)
  22. 2.1 miles Southend High School for Girls SS24UZ
  23. 2.1 miles Rochford College SS30LN
  24. 2.1 miles Barling Magna Independent School SS30LN

List of schools in Southend-On-Sea

School report

Friars Primary School and


Constable Way, Shoeburyness, Southend-on-Sea, SS3 9XX

Inspection dates 4–5 December 2014
Overall effectiveness This inspection: Good 2
Previous inspection: Requires improvement 3
Leadership and management Good 2
Behaviour and safety of pupils Good 2
Quality of teaching Good 2
Achievement of pupils Good 2
Early years provision Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because

Leaders, managers and governors have a very
Leaders’ checks on teaching have led to
Children get a good start to their learning in the
Pupils build on this good start in the rest of the
clear view of how well the school is performing
and where it can do better. As a result, all aspects
of the school have improved since the previous
improvements and this has made a positive
impact on pupils’ achievement.
early years, where they make good progress in a
stimulating environment.
school. By the time they leave Year 6, they have
achieved well in reading, writing and
Disadvantaged pupils supported through the pupil
Teaching is good. Teachers ask probing questions
Pupils enjoy coming to school. Their behaviour is
The school’s work to keep pupils safe is effective.
premium, disabled pupils and those who have
special educational needs are supported well, so
they make good progress and achieve well.
to ascertain what pupils know, and adapt their
planning well to ensure progress is good.
good, they are proud of their school and they are
keen to learn. Their social, moral, spiritual and
cultural development is good.
Most parents who stated a view agree and would
recommend the school to others.
Pupils, including the most able, are not always
Teachers’ marking is not always effective in
given work that is hard enough to enable them to
make the best possible progress.
helping to improve pupils’ work.
The school’s system for checking and analysing how
well different groups of pupils are doing is too
complicated. This means staff cannot use it quickly
and easily to identify any pupils who could be
making better progress.

Information about this inspection

  • The inspectors made visits to 15 lessons or parts of lessons, seven of which were seen jointly with the
    executive headteacher or head of school. Inspectors also observed a celebration assembly, the breakfast
    club, play and lunchtime behaviour.
  • Discussions were held with pupils, parents, the executive headteacher, the head of school, senior and
    middle leaders, four governors including the Chair of the Governing Body, and a representative of the local
  • Inspectors looked at the work pupils were doing in lessons and in their books over time. They listened to
    pupils read and talked to them about their enjoyment of reading.
  • The inspectors examined a range of documents including a summary of the school’s self-evaluation and
    improvement plan, the school’s own achievement data, attendance information and policies aimed at
    keeping pupils safe.
  • The views of 28 parents and carers were analysed through the Parent View website.
  • The views expressed by 32 staff who returned a questionnaire were also considered.

Inspection team

Ruth Brock, Lead inspector Additional Inspector
Ken Parry Additional Inspector
Cheryl Jackson Additional Inspector

Full report

Information about this school

  • The school is larger than the average-sized primary school.
  • There are fewer pupils from minority ethnic backgrounds than in most schools of this size. Few pupils
    speak English as an additional language.
  • The proportion of disabled pupils and those with special educational needs, at about 17%, is broadly
  • Over half the pupils are disadvantaged and supported by the pupil premium, which is additional
    government funding for pupils who are known to be eligible for free school meals or in local authority
    care. This is well above average.
  • The school meets the government’s current floor standards, which set the minimum expectations for
    pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
  • The school runs its own breakfast club.
  • An executive headteacher and a head of school from a local outstanding school were appointed by the
    governing body to lead the school from September 2012.
  • The school is part of the Shoeburyness Cluster, which supports the work of leaders in this and other local

What does the school need to do to improve further?

  • Raise teaching and achievement to outstanding by:
    setting work that is always hard enough so that pupils are consistently challenged to make the best
    possible progress and attain the highest standards
    simplifying the system for checking and analysing pupils’ achievement, so all staff can use it easily and
    quickly to help pupils make faster progress
    ensuring that teachers’ marking leads to improvements in pupils’ work.

Inspection judgements

The leadership and management are good
  • Leaders and managers have taken effective and successful action to address previous weaknesses. This is
    making a positive difference to pupils’ achievement throughout the school.
  • Staff are proud to work at Friars Primary School and Nursery. The executive headteacher and head of
    school are highly respected by staff, pupils and parents alike and have created an environment where staff
    and pupils feel valued. Most staff, parents and carers who responded to the inspection questionnaires
    were positive about all aspects of the school and would recommend the school to other families.
  • Key leadership roles have been developed and these are having a positive impact on the quality of
    teaching and standards throughout the school. For example, subject leaders have clear ‘mini self-
    improvement and evaluation plans’ and check up on the progress and attainment of pupils.
  • The vibrant curriculum is well planned, engages pupils effectively in their learning and contributes
    significantly to their well-developed spiritual, moral, social and cultural awareness, as seen in the First
    World War work, ‘We Remember’. Pupils learn not to discriminate and are well prepared for life in modern
    Britain. The curriculum is focused on developing pupils’ basic skills in speaking and listening, reading,
    writing and mathematics, but is also enhanced by a good range of activities, clubs, trips and visits
    covering sport, music and culture that pupils enjoy. For example, a ‘tuba workshop’ extended pupils’
    knowledge of orchestral instruments.
  • Government sports funding is used effectively to provide specialist coaches to lead high-quality sports
    activities. The school provides a full and very varied sports programme. It engages in local competitions
    and was awarded the ‘most improved school in sports’ in the area. These opportunities are helping pupils
    to learn new skills and increase their understanding of healthy lifestyles.
  • Leaders are committed to ensuring that all pupils have an equal opportunity to succeed. For example,
    additional government funding is used effectively to support disadvantaged pupils eligible for the pupil
    premium. Leaders track their progress carefully to ensure that the support provided for them is planned
    carefully and effective in improving their achievement. By the end of Year 6, a higher proportion of eligible
    pupils reach nationally expected standards than other pupils.
  • Leaders are working closely with the local authority and a consultant to help the school move forward.
    The local authority has confidence in the capacity for further improvement and spoke knowledgeably
    about the positive impact of the governors in holding leaders to account.
  • The school’s system for checking how well pupils are doing has been strengthened. However, it is over-
    complicated. As a result, the ongoing progress of different groups, such as the most able, is not always
    checked as promptly or effectively as it could be. This means that teaching and support are not always
    adapted quickly enough to ensure that all groups are making the best possible progress.
  • The governance of the school:
    Governors carry out a well-planned programme of ‘learning walks alongside staff’. As a consequence
    they have an accurate awareness of the school’s strengths and areas for development and challenge
    leaders appropriately. They contribute to and scrutinise the school’s evaluation of its own performance,
    and make effective use of external advisers.
    The governors know about the quality of teaching, and have developed systems to reward the very best
    teaching and put these to good use. They know what leaders are doing to tackle weaknesses.

Governors manage the school’s finances effectively. They have a good knowledge of how the pupil

premium funding is spent and the impact it is having. They make sure that the school meets all of its

statutory duties, including through its effective procedures related to safeguarding.

The behaviour and safety of pupils are good


  • The behaviour of pupils is good. A consistent approach to standards of behaviour ensures pupils
    demonstrate good attitudes to learning and want to succeed. Pupils are enthusiastic learners who are
    proud of their school and say it is a ‘happy and fun place to be’.
  • Attendance has risen and is at least average. Pupils enjoy school and arrive promptly each day, many
    attending the popular breakfast club. Inspectors observed over 60 pupils from the early years to Year 6
    eagerly engaging with adults, and this made for good preparation for the working day ahead.
  • Discussions with pupils and the school’s behaviour records show that poor behaviour is rare. Pupils who
    sometimes have difficulty controlling their behaviour are supported in a nurturing and caring way.
  • Behaviour is good in assembly and around the school. Pupils behave responsibly in the hall at lunchtime
    and play safely and well together at break times.
  • Pupils take pride in their work and behave well in lessons so that learning typically proceeds smoothly and
    without interruption. Only occasionally does their attention wander, when tasks are not engaging enough.
  • The school’s work to keep pupils safe and secure is good. Pupils say that they feel very safe in school, and
    are well cared for with ‘teachers looking out’ for them. They know how to keep themselves safe in
    different situations, including on roads, when cycling and when using the internet.
  • Pupils have a good knowledge of the different forms of bullying, including what to do if they encounter
    racist or discriminatory incidents. Bullying is rare and is dealt with effectively by the school.
  • Most parents who responded to the Parent View survey think that their children are happy, safe and well
    looked after at the school. Direct observations and discussions during the inspection support this view.
The quality of teaching is good
  • Teaching has improved since the previous inspection. The work in pupils’ books, the school’s records and
    discussions with pupils show that teaching has an increasingly positive impact on pupils’ progress and
    helps them achieve well.
  • Teachers adhere to the ‘Friars’ Formula of non-negotiables’, which has ensured that they ask questions
    skilfully to judge how much pupils know, understand and can do. As a result, they adjust their teaching
    effectively to tackle any misconceptions pupils may have.
  • Teaching is typified by strong and caring relationships between all staff and pupils. This creates a learning
    climate where pupils are respectful to others. They are keen to share their ideas and apply themselves
    willingly in lessons.
  • Teachers take pride in providing attractive, bright and stimulating classrooms for their pupils. Displays of
    pupils’ work are a common feature on show in the corridors. Pupils were keen to tell inspectors about their
    work, which is moved each term from within their classroom to the display boards outside for wider
  • Support staff are largely used well across the school. Where they are most effective, they work closely
    with the class teacher and make a valuable contribution to pupils’ learning.
  • Although teachers’ expectations of what can be achieved by pupils are generally high, tasks for the most-
    able pupils are sometimes too easy. Teaching does not always enable pupils to apply and fully extend
    their knowledge and skills.
  • Teachers mark pupils’ work well and regularly. However, they do not always check to make sure pupils act
    upon the good guidance in order to make prompt improvements to their work.
The achievement of pupils is good
  • A significant proportion of children start at the school with skills and knowledge below the levels typical for
    their age. Improved progress ensures that a majority now enter Year 1 having caught up with other
    children of their age.
  • The proportion of Year 1 pupils meeting the expected standard in their knowledge of phonics (letters and
    the sounds they make) is increasing. In 2014, it was broadly average.
  • In Year 2 pupils’ attainment in 2014 in reading, writing and mathematics had improved on 2013 and was
    broadly average in these subjects. School data show that the progress pupils made in 2014 in all three
    areas improved significantly. They achieved well.
  • In Year 6, standards in 2014 was broadly average overall, although standards in mathematics and writing
    were lower than in reading. Many pupils, including disadvantaged pupils, exceeded the progress expected
    nationally for their age in reading.
  • The work seen and school data show that the most able pupils sometimes do not progress as rapidly as
    they could. The proportion of pupils who achieved the higher Level 3 in Year 2 in reading and
    mathematics, and the proportion of Year 6 pupils who achieved the higher Level 5 in mathematics and
    writing, were below average in 2014. This is because their progress is not always checked regularly
    enough and they are not always given work that is challenging. The school has recognised that improving
    the achievement of the most able pupils remains a priority.
  • The disadvantaged pupils supported by additional funding make good progress. Eligible pupils in Year 6 in
    2014 closed the gap from 2013 in all key subjects. Their attainment was slightly ahead of other pupils in
    the school in reading and mathematics, though a term and a half behind in writing. Compared to all pupils
    nationally, their attainment was one or two terms behind in mathematics, reading and writing. Overall,
    they made similar progress to others in the school and nationally.
  • Disabled pupils and those who have special educational needs make good progress throughout the school.
    The school’s data show that many pupils are now making accelerated progress.
The early years provision is good
  • The leadership of the early years is good. Leaders have acted quickly to make considerable improvements
    to the learning environment so that children are well prepared for Year 1. In 2014, the proportion
    achieving a good level of development rose to average. All made good progress. This includes vulnerable
    pupils who are disabled or who have special educational needs and those supported by the pupil premium.
  • The quality of teaching is good. Staff have high expectations of what the children can achieve and make
    sure that learning is purposeful and well focused. Teachers provide opportunities for children to play and
    explore in an environment that is rich in language and number. A wonderful example was seen during the
    inspection when children were in the ‘Mud Kitchen’. Unprompted, one child asked, ‘I want to see if the
    mud will fall through the holes in the colander.’
  • Teachers regularly ask probing questions to assess children’s progress, and record it accurately. Children
    are well motivated, show good attitudes to learning, and are developing the ability to make their own
    choices. The early years provision makes a strong contribution to children’s physical and emotional health,
    safety and well-being, as well as to their spiritual, moral, social and cultural development.
  • To aid children’s transition into Nursery, strong links are made with parents, other early years providers
    and the nearby children’s centre. Teachers make good use of information gathered in children’s ‘This is
    Me’ bags to inform their planning and as part of each child’s ‘learning journey’.
  • Behaviour is good. Children are settled and know the well-established daily routines securely. Children are
    happy and respond well to all adults. They show respect towards each other as they play together with
    the different toys and many resources.

What inspection judgements mean


Grade Judgement Description
Grade 1 Outstanding An outstanding school is highly effective in delivering outcomes that
provide exceptionally well for all its pupils’ needs. This ensures that pupils
are very well equipped for the next stage of their education, training or
Grade 2 Good A good school is effective in delivering outcomes that provide well for all
its pupils’ needs. Pupils are well prepared for the next stage of their
education, training or employment.
Grade 3 Requires
A school that requires improvement is not yet a good school, but it is not
inadequate. This school will receive a full inspection within 24 months
from the date of this inspection.
Grade 4 Inadequate A school that requires special measures is one where the school is failing
to give its pupils an acceptable standard of education and the school’s
leaders, managers or governors have not demonstrated that they have
the capacity to secure the necessary improvement in the school. This
school will receive regular monitoring by Ofsted inspectors.

A school that has serious weaknesses is inadequate overall and requires
significant improvement but leadership and management are judged to
be Grade 3 or better. This school will receive regular monitoring by
Ofsted inspectors.

School details

Unique reference number 134704
Local authority Southend-on-Sea
Inspection number 442065

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 3–11
Gender of pupils Mixed
Number of pupils on the school roll 423
Appropriate authority The governing body
Chair Alan Murkin
Headteacher Cheryl Woolf (Executive Headteacher)
Date of previous school inspection 23 January 2013
Telephone number 01702 294837
Fax number 01702 382820
Email address reveal email: head…

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