Marsh Green Primary School
Headteacher: Mrs N Sanchez
302 pupils, Mixed
|Unique Reference Number||101211|
|Local Authority||Barking and Dagenham|
|Inspection dates||18–19 November 2009|
|Reporting inspector||Liz Duffy|
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||257|
|Appropriate authority||The governing body|
|Chair||Mr John Streete|
|Headteacher||Mrs Natalie Sanchez|
|Date of previous school inspection||2 October 2006|
|School address||South Close|
|Essez RM10 9NJ|
|Telephone number||020 8270 4982|
|Fax number||020 8270 4983|
|Inspection dates||18–19 November 2009|
© Crown copyright 2009
This inspection was carried out by three additional inspectors. The inspectors visited 15 lessons and held meetings with governors, staff and pupils. They observed the school's work, and looked at the school development plan, the school's policies, the questionnaires submitted by staff and by pupils in Years 3 to 6, and 124 questionnaires returned by parents.
The inspection team reviewed many aspects of the school's work. It looked in detail at the following:
This is mainly a one-form-entry primary school, except in Year 1 where there are two classes. The Early Years Foundation Stage has a Reception class and a Nursery. There is also a children's centre on site which is run privately. The large majority of pupils come from a range of minority ethnic backgrounds of which the largest group is Black or Black African. A few pupils are from the local Traveller community. Almost half of the school population speaks English as an additional language. The proportion of pupils with special educational needs and/or disabilities is above the national average; most have moderate learning difficulties. From January 2009 an associate headteacher has been in post reporting to an executive headteacher who was running another local school at the time of the inspection.
|Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate|
|Please turn to the glossary for a description of the grades and inspection terms|
Overall effectiveness: how good is the school?
The school's capacity for sustained improvement
'Flying towards our dreams' is an apt motto for this good school where pupils are well prepared for future life. The school's outstanding relationship with parents, the excellent care and support that is provided for every child and the insistence upon the highest standards of behaviour combine to create an exceptionally safe and happy environment for pupils. As quoted from a pupil questionnaire: 'The school is a pleasant place to be where we have fun while learning.' Pupils' spiritual, moral, social and cultural development is outstanding. Pupils are given plenty of opportunities for reflection; they value each other and have a high awareness of global diversity.
Pupils make good progress: children enter the school performing well below expectations and leave at the end of Year 6 attaining in line with national averages. Pupils receive consistently good and outstanding teaching in Key Stage 2 where there has been a focus upon providing more opportunities to practise writing and extending pupils' experience of interactive problem-solving games in mathematics. Boys perform particularly well in science. Throughout the school, pupils of Black or Black African heritage perform well in comparison to pupils from their ethnic background nationally. The school uses oracy to underpin learning and this has enabled pupils who speak English as an additional language to achieve as well as their peers. This is also true of pupils with special educational needs and/or disabilities where those who are on school action perform particularly well. For the past two years, performance has risen in Key Stage 1 where pupils at the end of Year 2 perform in line with the national average; this has in part been due to earlier intervention when pupils underperform and a closer liaison with parents regarding how they can support at home. White British boys and those pupils from any other White background do not perform as well as their Black or Black British African peers in this phase. Expectations are not always high enough for middle attaining pupils, particularly at Key Stage 1 where the tasks that they are given do not always demand enough of them.
Children make satisfactory progress through the Early Years Foundation Stage. Staffing issues have led to some variation in teaching and the quality of provision. In particular the range of experiences in Nursery is limited and opportunities are missed to link indoor to outdoor learning.
School self-evaluation is thorough and rigorous and findings influence actions for improvement. Pupil opinion is sought regularly and helps to inform the development of key aspects of the school's work; for example, with the implementation of the creative curriculum. Targets are suitably challenging and the support given to pupils in Years 1 to 6 is suitably underpinned by strong assessment procedures which readily identify underperformance. This type of effective tracking system which focuses upon groups as well as individuals is not in place in the Early Years Foundation Stage. This has an impact on the children's rates of progress due to the lack of data to help inform planning and delivery. The extent of the school's success in raising performance since the last inspection, improving attendance, behaviour and governance demonstrates that its capacity to sustain improvement is good.
Outcomes for individuals and groups of pupils
'School is fun' is a quote from a Year 5 pupil, which illustrates the 100% agreement in the pupil questionnaires that they enjoy being at this school. They feel highly involved in decision-making. Pupils who are in the school council take pride in the fact that they have contributed to the experiences of younger pupils who enthuse about the new playground toys. Pupils engage readily with adults; they are articulate and succinct about the education and experiences they receive at school. In lessons, they listen carefully and feel comfortable to ask questions of their teachers and peers. High levels of vocabulary are displayed and opportunities are provided which promote reflection and discussion. Learning is frequently applied to everyday life which helps pupils to understand how to use their developing skills in literacy and numeracy. Pupils who have special educational needs and/or disabilities and those who speak English as an additional language make good progress and outperform similar groups of pupils in national tests. These pupils benefit from high quality support given by teaching assistants.
The different opportunities for pupils to be leaders have given them a clear sense of responsibility and as such they care passionately about how well their school performs and how they can help to make it even better. The buddy system is popular and provides a mechanism for pupils to celebrate the behaviour of their peers. The school has the healthy schools award and pupils confidently discuss nutrition; all pupils stated in the questionnaires that the school helped them to be healthy.
Attendance has risen sharply in recent years and is now good. The school has introduced a range of creative strategies to improve attendance and these are now having impact through being explicitly linked to rewards for pupils. As one pupil commented in the questionnaires: 'I have great attendance because I enjoy school.'
These are the grades for pupils' outcomes
|Pupils' achievement and the extent to which they enjoy their learning|
Taking into account:
The quality of pupils' learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities and their progress
|The extent to which pupils feel safe||1|
|The extent to which pupils adopt healthy lifestyles||1|
|The extent to which pupils contribute to the school and wider community||1|
|The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being|
Taking into account:
|The extent of pupils' spiritual, moral, social and cultural development||1|
1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low
In the best lessons there is a good pace of learning and activities which match pupils' needs. The majority of lessons have high levels of engagement and enjoyment, with paired talk being a key feature of activities. The key aims of each lesson are shared so that pupils have a clear sense of what is expected of them. Able pupils are challenged by open and extension questions, a range of resources to read and tasks to complete under pressure. Strategies for stretching the learning of pupils who attain midway in the class are not as effective. Expectations of what pupils can achieve in lessons are not high enough in Key Stage 1. In lessons observed, opportunities were missed to extend the learning of this group; for example, in a science lesson pupils would have progressed more quickly if they had been given less time on the practise questions which they could do well and more time on the challenging extension questions which they found more difficult. Pupils know how well they have done and what they need to do to progress. Assessment in books is helpful and identifies steps for pupils to improve.
The curriculum provides pupils with rich opportunities for high quality learning. Pupils really enjoy the creative curriculum where they are given learning challenges based on a range of subjects such as geography, history, information and communication technology (ICT), religious education, art and physical education. They appreciate the opportunity to decide how they are going to meet the challenges and are able to demonstrate learning via a variety of media such as music and design. Pupils like choosing the way in which they learn. They benefit from a range of enrichment events, such as pyjama day which is focused upon the enjoyment of literacy and numeracy; pupils experience a range of activities such as sharing stories and a sleepwalking activity that looks at angles.
Support for pupils is outstanding. One Year 5 boy commented that he appreciated the fact that 'teachers are tolerant of my needs'. Of particular note is the work of the learning support assistants who know their charges well, help bolster self-esteem and through their 'can do' attitude encourage pupils to achieve their best. Pupils also benefit from a range of partnerships; for example, having an introduction to ICT at a neighbouring secondary school and a reading partners scheme with Ford.
These are the grades for the quality of provision
|The quality of teaching|
Taking into account:
The use of assessment to support learning
|The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships||1|
|The effectiveness of care, guidance and support||1|
The school's vision for all to attain their potential is shared by all teachers; they have a passion for their school to succeed and are proud that their school has 'a family feeling'. One member of staff in the staff questionnaires commented that it is 'a pleasure to come to school each day and work with colleagues who are so talented and committed'. Morale is high, as is the support for one another. Teachers value peer coaching which has given them time to observe and help each other. The associate headteacher has created a strong team ethos where all are involved in the decisions of the school and acting upon areas for improvement. According to one member of staff, her 'style of leadership is an inspiration and the dual approach with the executive headteacher has...played a major part in this school being the most enjoyable place I have ever worked'. Senior leaders are gaining in confidence with grading the quality of lessons, which is giving the school a secure view of strengths in teaching and any areas for improvement.
Safeguarding procedures are robust; the school has excellent risk assessment systems that are routinely informed by pupils' and parents' views. All pupils are safe and secure in school. Ensuring equality of opportunity is a key priority for all staff. The good levels of support given to pupils with special educational needs and/or disabilities and those from Traveller families ensure that they play a full part in the day-to-day life of the school and are not subject to discrimination.
Governors are hard working and an asset to the school. Their high levels of insight into the local context in which the school works help them to contribute effectively to school improvement planning. Their effective liaison with the local community has made a direct impact upon the work of staff and the experiences of the pupils; for example, the permanent gazebos which keep pupils dry were donated by a local family. The number of parent governors has now increased, representing more closely the ethnic diversity of the school. Staff appreciate governors spending time with them in lessons and the fact that they do challenge decisions; for example, questioning whether it is best for the school to spend money on digital visualisers instead of interactive whiteboards to help engage pupils in their learning.
All three areas of community cohesion are strong: the school has comprehensive plans in place which address faith, ethnicity and culture and strong links with not just the local community but also the wider global community. Pupils enjoy writing to their linked school in Nigeria and demonstrate a high understanding of the world around them.
These are the grades for leadership and management
|The effectiveness of leadership and management in embedding ambition and driving improvement|
Taking into account:
The leadership and management of teaching and learning
|The effectiveness of the governing body in challenging and supporting the|
school so that weaknesses are tackled decisively and statutory responsibilities met
|The effectiveness of the school's engagement with parents and carers||1|
|The effectiveness of partnerships in promoting learning and well-being||2|
|The effectiveness with which the school promotes equality of opportunity and tackles discrimination||2|
|The effectiveness of safeguarding procedures||1|
|The effectiveness with which the school promotes community cohesion||1|
|The effectiveness with which the school deploys resources to achieve value for money||2|
Children in the Early Years Foundation Stage settle in well and are very supportive of one another; for example, those children who are fluent English speakers help those who are not able to speak much English. This is supported through routine oral practice which reinforces understanding for all children. They are also well prepared for when they enter Year 1. The children know routines and there is close liaison with the Year 1 teachers. One parent whose children had recently joined the school in Year 1 and in the Nursery commented that they had 'settled in wonderfully'.
There is good use made of a variety of resources to help learning and there is ample provision for physical activities. In order to improve children's experiences of writing teachers have planned more opportunities for writing; for example, building large words and letters when undertaking construction. Time is not always used effectively which means that children are sitting on the carpet for too long when they could be learning more actively. Planning does not clearly link experiences in different areas of learning across indoor and outdoor settings. For example, during a Nursery lesson all children were expected to be outside and this limited opportunities for them to undertake the indoor activities available. Children make satisfactory progress through Nursery and Reception. A key area recognised for improvement by the school is to make more effective use of data to track the performance of groups of children. This is to better inform the planning of lessons and the support needed for less able children and thereby raise standards at the end of the Reception Year. Leadership and management are satisfactory for this phase.
These are the grades for the Early Years Foundation Stage
|Overall effectiveness of the Early Years Foundation Stage|
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years Foundation
Parents are enthusiastic about the education and experiences the pupils at Marsh Green receive. An overwhelming majority of parents believe their child enjoys school and is making good progress. One parent commented that they were impressed by the 'systematic improvement' of their child and another would definitely recommend the school to other parents. There are a number of opportunities to get involved with the school from governor and parent drop-in afternoons to participating in a reading club, which has the aim of getting more parents involved in their children's learning.
Ofsted invited all the registered parents and carers of pupils registered at Marsh Green Primary School to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school.
The inspection team received 124 completed questionnaires by the end of the
on-site inspection. In total, there are 257 pupils registered at the school.
|My child enjoys school||88||71||33||27||1||1||1||1|
|The school keeps my child safe||76||61||44||35||1||1||1||1|
|My school informs me about my child's progress||66||53||51||41||2||2||0||0|
|My child is making enough progress at this school||69||56||50||40||2||2||0||0|
|The teaching is good at this school||72||58||46||37||1||1||1||1|
|The school helps me to support my child's learning||67||54||48||39||3||2||1||1|
|The school helps my child to have a healthy lifestyle||54||44||59||48||5||4||1||1|
|The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment)||44||35||63||51||4||3||1||1|
|The school meets my child's particular needs||51||41||62||50||6||5||1||1|
|The school deals effectively with unacceptable behaviour||61||49||53||43||6||5||1||1|
|The school takes account of my suggestions and concerns||42||34||62||50||8||6||1||1|
|The school is led and managed effectively||61||49||55||44||5||4||1||1|
|Overall, I am happy with my child's experience at this school||70||56||49||40||2||2||1||1|
The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.
|Grade 1||Outstanding||These features are highly effective. An oustanding 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 improves.|
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
the progress and success of a pupil in their learning, development or training.
the standard of the pupils' work shown by test and examination results and in lessons.
|Capacity to improve:|
the proven ability of the school to continue improving. Inspectors base this judgement on 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 headteacher, to identifying priorities, directing and motivating staff and running the school.
how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.
inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.
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.
23 November 2009
Inspection of Marsh Green Primary School, Dagenham, RM10 9NJ
Thank you very much for the warm welcome you gave us when we came to visit your school. In particular, I would like to thank those pupils who gave up their lunchtime to speak with us. I would also like to thank those of you in Years 3 to 6 who completed the pupil questionnaire. I am delighted to tell you that you are attending a good school and that there are a number of aspects that are excellent. Particular highlights include these things:
There are two important things that we have asked your headteacher, teachers and governors to do in order to improve your school further:
Remember you can help teachers by letting them know when work is too easy for you.
|Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 08456 404045, or email firstname.lastname@example.org.|