School etc

Grove Primary School

Grove Primary School
Chadwell Heath Lane
Chadwell Heath

phone: 020 85903611

headteacher: Mrs D P Webb

school holidays: via Redbridge council

564 pupils aged 3—10y mixed gender
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 %

rooms to rent in Romford

Schools nearby

  1. 0.1 miles The Constance Bridgeman Centre RM64XT (26 pupils)
  2. 0.1 miles Redbridge College RM64XT
  3. 0.2 miles Ethel Davis School IG38XS
  4. 0.2 miles Newbridge School RM64TR (138 pupils)
  5. 0.3 miles St Bede's Catholic Primary School RM65RR (472 pupils)
  6. 0.4 miles Little Heath School RM65RX (146 pupils)
  7. 0.5 miles The Chadwell Heath Foundation School RM64RS
  8. 0.5 miles Chadwell Heath Academy RM64RS (1236 pupils)
  9. 0.7 miles Farnham Green Primary School IG38UY (622 pupils)
  10. 0.7 miles Chadwell Primary School RM64EU (535 pupils)
  11. 0.7 miles Barley Lane Primary School RM64RJ (741 pupils)
  12. 0.7 miles Barley Lane Junior School RM64RJ
  13. 0.7 miles Barley Lane Infant School RM64RJ
  14. 0.7 miles Mountain Ash School RM64JA
  15. 0.8 miles Marks Gate Junior School RM65NJ (333 pupils)
  16. 0.9 miles Marks Gate Infants' School RM65LL (328 pupils)
  17. 0.9 miles The Warren Comprehensive School RM66SB (1229 pupils)
  18. 0.9 miles William Torbitt Primary School IG27SS (682 pupils)
  19. 0.9 miles William Torbitt Infant School IG27SS
  20. 0.9 miles Eastcourt Independent School IG38UW (323 pupils)
  21. 0.9 miles The Warren Comprehensive School RM66SB
  22. 1 mile Furze Infants' School RM66ES (460 pupils)
  23. 1 mile Warren Junior School RM66DA (466 pupils)
  24. 1 mile Mayfield School RM81XE (1522 pupils)

List of schools in Romford

School report

Grove Primary School

Chadwell Heath Lane. Romford. RM6 4XS

Inspection dates 8–9 July 2014
Overall effectiveness This inspection: Good 2
Previous 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
    local authority.
  • 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

Inspection team

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

Full report

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

Inspection judgements

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
    national average.
  • 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
    skills further.
  • 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’
    spiritual understanding.
  • 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 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 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

School details

Unique reference number 102835
Local authority Redbridge
Inspection number 444245

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 570
Appropriate authority The governing body
Chair Arthur Leggatt
Headteacher Debra Webb
Date of previous school inspection 14_15 June 2010
Telephone number 0208 5903611
Fax number 0208 5973733
Email address reveal email: admi…


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