Grove Primary School
Headteacher: Mrs D P Webb
School holidays for Grove Primary School via Redbridge council
415 pupils capacity: 136% full
300 boys 53%
265 girls 47%
Last updated: July 21, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 547031, Northing: 188780
- GPS coordinates
- Latitude: 51.579, Longitude: 0.12052
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- July 8, 2014
- Region › Const. › Ward
- London › Ilford South › Chadwell
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles The Constance Bridgeman Centre RM64XT (26 pupils)
- 0.1 miles Redbridge College RM64XT
- 0.2 miles Ethel Davis School IG38XS
- 0.2 miles Newbridge School RM64TR (138 pupils)
- 0.3 miles St Bede's Catholic Primary School RM65RR (472 pupils)
- 0.4 miles Little Heath School RM65RX (146 pupils)
- 0.5 miles The Chadwell Heath Foundation School RM64RS
- 0.5 miles Chadwell Heath Academy RM64RS (1236 pupils)
- 0.7 miles Farnham Green Primary School IG38UY (622 pupils)
- 0.7 miles Chadwell Primary School RM64EU (535 pupils)
- 0.7 miles Barley Lane Primary School RM64RJ (741 pupils)
- 0.7 miles Barley Lane Junior School RM64RJ
- 0.7 miles Barley Lane Infant School RM64RJ
- 0.7 miles Mountain Ash School RM64JA
- 0.8 miles Marks Gate Junior School RM65NJ (333 pupils)
- 0.9 miles Marks Gate Infants' School RM65LL (328 pupils)
- 0.9 miles The Warren Comprehensive School RM66SB (1229 pupils)
- 0.9 miles William Torbitt Primary School IG27SS (682 pupils)
- 0.9 miles William Torbitt Infant School IG27SS
- 0.9 miles Eastcourt Independent School IG38UW (323 pupils)
- 0.9 miles The Warren Comprehensive School RM66SB
- 1 mile Furze Infants' School RM66ES (460 pupils)
- 1 mile Warren Junior School RM66DA (466 pupils)
- 1 mile Mayfield School RM81XE (1522 pupils)
Ofsted report transcript
Grove Primary School
Chadwell Heath Lane. Romford. RM6 4XS
|Inspection dates||8–9 July 2014|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Pupils achieve well. Standards at the end of |
Progress in writing has improved considerably
Teaching is good because most activities are
Leaders, managers and governors have made
Year 6 are above the national average in
mathematics, reading and spelling,
punctuation and grammar.
since 2013 because the system for teaching it
was successfully reorganised.
carefully planned to be at the right level for
pupils. As a result, they make good progress.
sure that teaching and achievement have
improved. Governors are well informed and
understand how well the school is doing.
| The headteacher and her leadership team have |
Pupils speak very highly of their school. They
Provision in the school for pupils’ spiritual,
The younger children get off to a good start in
set clear expectations for teachers and support
staff to continue to improve their practice.
feel safe, behave well and treat adults and
each other with kindness and courtesy.
moral, social and cultural development is very
the Nursery and Reception classes.
| The most able pupils in Key Stage 1 do not |
The number of six-year-olds who reach the
always reach the highest levels, particularly in
expected standard in the screening check for
phonics (the linking of sounds to letters) is
below the national average and this slows
their progress in reading and writing.
| Not all teachers are marking pupils’ writing in |
Not all subject and phase leaders are fully
enough detail in subjects other than English.
involved in checking learning and teaching.
|Inspection report:||Grove Primary School, 8–9 July 2014||2 of 9|
Information about this inspection
- The inspectors observed 26 lessons or parts of lessons taught by 18 teachers. In addition, they
observed pupils’ activities at breakfast club, break and lunch times and at an assembly.
- Two lessons were observed jointly with the headteacher, who also accompanied an inspector on
an additional series of short visits to look at writing in pupils’ books. One deputy headteacher
accompanied an inspector on a series of short visits around the school and both deputy
headteachers joined inspectors in scrutinising pupils’ workbooks.
- Meetings were held with groups of pupils, representatives of the governing body, and subject
and school leaders. A discussion took place between an inspector and a representative of the
- The inspectors took account of the 23 responses to the online questionnaire (Parent View) as
well as informal discussions with parents and carers. The views of the staff were taken into
account through meetings and the nine responses to staff questionnaires.
- The inspectors listened to pupils read and discussed their choice of reading books.
- The school’s own attainment records for the current year, as well as previous academic years,
were scrutinised, in addition to published information on pupils’ achievement. Planning
documents were examined.
- Records relating to pupils’ safety and welfare, including the school’s single central record of
security checks on staff, were examined. Behaviour logs and attendance records were also
|Patricia MacLachlan, Lead inspector||Additional inspector|
|Milan Stevanovic||Additional inspector|
|Gill Walley||Additional inspector|
|Inspection report:||Grove Primary School, 8–9 July 2014||3 of 9|
Information about this school
- The school is a larger-than-average-sized primary school. The Early Years Foundation Stage
consists of a Nursery and three Reception classes.
- The proportion of pupils eligible for support from the pupil premium is above the national
average. This is extra money provided by the government for pupils who are eligible for free
school meals and for looked after children.
- The largest ethnic groups are of Bangladeshi and White British heritage. There are also pupils of
Pakistani, Indian and African heritage.
- The proportion of pupils speaking English as an additional language is well above the national
- The proportion of disabled pupils and those who have special educational needs supported at
school action is below the national average. The proportion supported at school action plus or
with a statement of special educational needs is also below average.
- The school meets the government’s current floor standards, which set the minimum standards
for attainment in reading, writing and mathematics.
- The school has expanded since the previous inspection with additional classes added. Since the
previous inspection, an additional deputy headteacher has been appointed. Literacy and
numeracy leaders were new to their posts this academic year. In addition, the headteacher
spent four terms as executive headteacher for three days a week at another school in the
What does the school need to do to improve further?
- Improve teaching so that pupils make more rapid progress by:
making sure that staff always set challenging enough work for the most able pupils in Key
Stage 1 so that more of them reach the highest levels
making sure that the high standard of marking of pupils’ writing in English is applied to writing
in other subjects
building on recent improvements to the teaching of phonics for the younger children so that
they make more rapid progress in reading and writing.
- Improve the leadership and management of teaching by involving subject and phase leaders
more regularly in checking learning in their areas of responsibility.
|Inspection report:||Grove Primary School, 8–9 July 2014||4 of 9|
|The achievement of pupils||is good.|
- Children join the Nursery classes with skills that are generally below those expected of three-
year-olds nationally. In the Early Years Foundation Stage, children make good progress. The
proportions of children joining Key Stage 1 at a good level of development are higher than the
- Standards in writing in both Year 2 and Year 6 dipped last year, but are now rising because staff
have improved the way that writing is taught.
- Information on pupils’ achievement in Key Stage 1 indicates that most pupils are now making
good progress in all subjects. However, the most able pupils in Key Stage 1, who exceeded
expectations at the end of Reception, are not attaining the highest levels in either reading or
writing. This is because they are not always given challenging enough work to develop their
- At the end of Key Stage 2, pupils’ attainment has been above average in mathematics and
reading, and significantly above average in spelling, punctuation and grammar in recent years.
Although attainment in writing dipped last year, the most recent summary of Year 6
performance shows an improvement in writing compared with pupils at this stage last year.
- In classes where there are groups of disabled pupils and those who have special educational
needs, they too are making the same good progress as their classmates.
- Pupils from different ethnic groups make good progress and those for whom English is an
additional language also achieve well. This is because focused training has been given to staff
who support pupils in and outside the classroom.
- The most able pupils made good progress by the end of Key Stage 2 last year. Recent school
records show that increasing proportions of these pupils are now attaining high scores in
reading, writing and mathematics. The work seen in their books was typically of a high standard.
- Additional funding is used effectively to pay for staff to run well-coordinated activities in reading,
writing and mathematics. In 2013, the gap between eligible Year 6 pupils and their classmates
was less than four months in reading, writing and mathematics. Pupils eligible for additional
funding in the current Year 6 are less than three months behind their peers in reading. They are
just under six months behind in other writing and mathematics. As a result of effective support,
many eligible pupils throughout the school are making good progress. They are catching up well
with their classmates. In Year 2 and Year 4, they are now outperforming their peers in all
- There has been a renewed focus on phonics this year and higher proportions of pupils met the
required standard in the phonics screening check compared to 2013. Nonetheless, school leaders
recognise that new resources and staff training are needed to support more rapid improvement
in the future.
|The quality of teaching||is good.|
- Teaching is good because positive relationships are established between all adults and pupils in
the classroom. Consequently, pupils are keen to learn. Well-planned and interesting tasks set at
the right level of difficulty for almost all pupils result in them making good progress.
- For example, in Year 4, pupils were enthused by a video clip and brightly coloured picture of a
garden to suggest descriptive sentences that used alliteration. Because the teacher questioned
pupils skilfully, used discussion well and gave clear guidance about expectations, they were able
to draft lively paragraphs. All groups made good progress and extended their descriptions. The
most able responded with personification such as, ‘Have you ever seen a ruby red-breasted bird
wearing his velvety scarlet uniform?’
- Pupils understand the accuracy of their answers because teachers mark their work regularly and
check that pupils are subsequently responding to the advice given in their English books.
However, teachers do not consistently mark pupils’ writing in other subjects in enough detail and
this slows progress.
|Inspection report:||Grove Primary School, 8–9 July 2014||5 of 9|
- Well-trained teaching assistants give good quality support to pupils who need additional help to
complete tasks. However, the more able pupils in Key Stage 1 are not always challenged to
attain the highest levels.
- Staff in the Early Years Foundation Stage are skilful in helping children make good progress
through a wide range of interesting and stimulating activities. Adults use questioning very
effectively to help children develop their skills and confidence in description.
- Reading is encouraged in all year groups. Leaders have re-organised the resources in classrooms
and the school library to help pupils select books frequently for reading sessions at home. Their
reading is then checked by parents and teachers.
|The behaviour and safety of pupils||are good.|
- The behaviour of pupils is good. Attitudes to learning are positive as a result of the
encouragement offered by teachers and other adults in the classroom. Pupils also want to live
up to their teachers’ high expectations and they respond enthusiastically to the school’s rewards
system. Pupils report that they find this very motivating.
- Learners of all ages work cooperatively with each other. Behaviour is good, rather than
outstanding, because it is not exemplary across the school.
- Pupils behave very well outside lessons, interacting constructively with adult helpers. The school
is effective in promoting good relationships. Older pupils take responsibility as Junior Citizens in
the dining room and playground to help others to behave sensibly and safely.
- Pupils take great pride in their well-designed new environment and the striking displays of their
work. They talk excitedly of the way that visiting artists, for example, have helped them to
create interesting mosaics. Pupils appreciate the way that their constructive suggestions to the
school council are taken seriously.
- The school’s work to keep pupils safe and secure is good. Pupils feel very well looked after by
the adults around them and speak appreciatively of the way that ‘teachers here are friendly and
they are fun’. Pupils have a good awareness of personal safety, including internet safety,
because it is explained well in lessons.
- Typically, pupils conduct themselves very well around the school. This is because all staff set a
good example. Positive values are stressed in assemblies and pupils quickly respond to this.
- Pupils understand what bullying means and believe that the number of incidents is low. They say
that staff help them to overcome any disagreements quickly.
- The Early Years Foundation Stage provides a safe and secure environment for children. They
quickly get used to the routines established by staff.
- A good range of sports clubs supplements physical education lessons and this, along with the
cookery club, helps to promote a healthy lifestyle.
- Attendance rates are effectively checked and absences are rigorously followed up with parents.
Exclusions, which were rare in the past, have not been resorted to this year because behaviour
management is increasingly effective.
- A majority of the parents who responded to Parent View believe that the school provides a safe
and caring environment. This is also the case in the school’s own recent survey to which a larger
number of parents responded. Pupils enjoy coming to school and are very pleased with the
clubs, the new buildings and the activities that have been provided for them.
|The leadership and management||are good.|
- The headteacher and her leadership team have developed a thorough system for managing
teaching and learning through observations in lessons and scrutiny of pupils’ work. As a
consequence, improvements to the quality of teaching have resulted in rising achievement,
particularly in the current Years 2 and 6.
|Inspection report:||Grove Primary School, 8–9 July 2014||6 of 9|
- Middle leaders, some of whom are new to their role, are not yet fully involved in checking all
aspects of learning and teaching in their areas of responsibility. Senior leaders plan to tackle this
and to distribute duties among an extended team as the school expands next year.
- The difference in 2013 between standards in reading and mathematics and those in writing was
recognised and acted upon by school leaders. A renewed focus on ‘talking for writing’, with
additional training for teachers, is having a positive impact on pupils’ progress and attainment.
- Systems have been developed to link pupils’ achievement with teachers’ pay progression. The
headteacher does not shy away from difficult conversations about teaching performance. She
enlists the support of the local authority when these are necessary.
- Leaders in the Early Years Foundation Stage encourage parents to help their children to learn by
joining in ‘play and stay’ sessions. In addition, by hosting toddler groups, early links are made
with parents, some of whom have gone on to join reading sessions as volunteers.
- Provision to encourage spiritual, moral, social and cultural development is very strong. Pupils
reflect on the differences between right and wrong in personal education lessons and assemblies
that focus on ethical values. Pupils have created a striking display of their award-winning project
on sustainability. Social and moral development is supported by events such as the whole school
‘Show racism the red card’ day. An astronaut’s visit was a stimulating focus for a fitness drive.
Participation in authors’ and artists’ visits, as well as musical and drama presentations, has
widened pupils’ cultural horizons. In addition, the annual multicultural festival, that includes
parents’ stories and food tasting, familiarises pupils with different customs. Dual language story
books are available in the library. Visits to the places of worship of different faiths extend pupils’
- The primary school sport funding is being used to employ a specialist physical education
teacher. They are also training the class teachers to improve their skills in teaching gymnastics
and team games. Pupils’ enjoyment of sport and teachers’ competence in teaching physical
education have increased as a consequence. Attendance at sports clubs and participation in
inter-school competitions have also increased.
- Effective safeguarding systems meet statutory requirements and policies are consistently
applied. Leaders promote equal opportunities and do not tolerate any discrimination that may
- Leaders work successfully with other schools. The headteacher has supported the leadership
team of another school in the borough by serving as the executive headteacher for four terms.
She is continuing to mentor their newly appointed headteacher.
- The local authority offers light touch support to this school by running training on effective
leadership for governors. It joins the headteacher in checking learning during classroom visits.
- The governance of the school:
Members of the governing body have a secure understanding of pupils’ achievement and the
quality of teaching in the school. They have a clear awareness of how well the school is
performing compared to others. The headteacher’s summary reports provide clear information
and governors ask challenging questions about pupil outcomes. The governing body has
improved its effectiveness by working with the local authority and national bodies to undertake
a focused training programme. Governors have reorganised the committee structure so that all
governors now focus on teaching and learning. They make regular visits to the school on
governor days to gather evidence of improvement for themselves. Governors understand the
link between teachers’ pay increases and pupils’ progress and were fully involved in revising
the pay policy. They make sure that additional funding is spent effectively with the aim of
improving the achievement of eligible pupils. Safeguarding arrangements meet requirements.
Procedures are carefully checked by the governors during a regular cycle of safeguarding
visits. The budget is carefully managed.
|Inspection report:||Grove Primary School, 8–9 July 2014||7 of 9|
What inspection judgements mean
|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 employment.
|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.
|Inspection report:||Grove Primary School, 8–9 July 2014||8 of 9|
|Unique reference number||102835|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||570|
|Appropriate authority||The governing body|
|Date of previous school inspection||14_15 June 2010|
|Telephone number||0208 5903611|
|Fax number||0208 5973733|