School etc

Marsh Green Primary School

Marsh Green Primary School
South Close

phone: 020 82706989

headteacher: Mrs N Sanchez


school holidays: via Barking and Dagenham council

338 pupils aged 2—10y mixed gender
210 pupils capacity: 161% full

175 boys 52%

≤ 243y244a74b64c175y146y307y178y169y2210y16

165 girls 49%

≤ 243y184a104b95y166y307y138y149y2610y14

Last updated: July 21, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 549365, Northing: 183556
GPS coordinates
Latitude: 51.531, Longitude: 0.15196
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
June 18, 2014
Region › Const. › Ward
London › Dagenham and Rainham › River
Urban > 10k - less sparse
Free school meals %

rooms to rent in Dagenham

Schools nearby

  1. 0.3 miles St Peter's Catholic Primary School RM96UU (435 pupils)
  2. 0.3 miles Dagenham Park Community School RM109QH
  3. 0.3 miles Dagenham Park CofE School RM109QH (1269 pupils)
  4. 0.5 miles Thomas Arnold Primary School RM96NH (481 pupils)
  5. 0.5 miles Village Infants' School RM109JS (319 pupils)
  6. 0.5 miles William Ford CofE Primary School RM109JS (357 pupils)
  7. 0.5 miles Thomas Arnold Infant RM96NH
  8. 0.6 miles Beam Primary School RM109ED (607 pupils)
  9. 0.6 miles Castle School RM96XP
  10. 0.6 miles Sacred Heart School RM96XP
  11. 0.7 miles Godwin Junior School RM96JH
  12. 0.7 miles Godwin Infants' School RM96JH
  13. 0.7 miles Godwin Primary School RM96JH (595 pupils)
  14. 0.7 miles Hopewell School (Harmony House) RM96XN (44 pupils)
  15. 0.8 miles The Leys Primary School RM109YR (367 pupils)
  16. 0.8 miles Newtons Primary School RM138QR (341 pupils)
  17. 0.9 miles Parsloes Primary School RM95RH (558 pupils)
  18. 0.9 miles Goresbrook School RM96XW
  19. 1 mile Barking and Dagenham Tuition Service RM96TJ (134 pupils)
  20. 1.1 mile Cambell Junior School RM96TD
  21. 1.1 mile The James Cambell Primary School RM96TD (866 pupils)
  22. 1.1 mile Hunters Hall Junior School RM108DE
  23. 1.1 mile Hunters Hall Infants' School RM108JA
  24. 1.1 mile John Perry Primary School RM108UR (525 pupils)

List of schools in Dagenham

School report

Marsh Green Primary School

South Close, Dagenham, Essex, RM10 9NJ

Inspection dates 18–19 June 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

The quality of teaching across the school is
Children join the school with levels of skill
Governors, senior leaders and managers and
The school has successfully closed the gap in
consistently good, with some examples of
outstanding teaching.
and knowledge that are low compared to
other children of the same age. As a result of
well-matched activities, pupils make good
progress and achieve well across the school.
staff are ambitious for the school. They know
the school’s strengths and areas of
improvement very well.
attainment between pupils supported by the
pupil premium and other pupils at the school.
Systems to check the quality of teaching and
Children in the Early Years Foundation Stage
Pupils arrive punctually in school and quickly
Pupils behave extremely well in lessons and
Parents are very positive about what the
pupils’ progress are rigorous. These mean that
all teachers know what they do well and how
to improve.
make good progress because of targeted extra
guidance and support to develop their early
literacy skills.
settle in lessons. Attendance is consistently
above average.
around the school. They feel safe at school.
school has to offer and increasing numbers are
actively involved in supporting their children’s
Teaching in mathematics does not
Sometimes teachers’ comments in marking
consistently ensure that the most able pupils
make rapid progress across Key Stage 2.
and feedback are not closely linked to pupils’
Pupils’ responses to teachers’ marking and
feedback are often very brief. So pupils do not
make the necessary improvements and
continue to make the same mistakes.
Inspection report: Marsh Green Primary School, 18–19 June 2014 2 of 9

Information about this inspection

  • Inspectors observed 14 parts of lessons, 12 of which were jointly observed with the senior
    leadership team. Inspectors undertook a series of short visits to other lessons across the school
    and listened to children read.
  • Meetings were held with staff and pupils. The lead inspector met with the Chair of the Governing
    Body, Vice Chair and another member of the governing body, as well as a representative from
    the local authority.
  • Inspectors took account of the 45 responses to the online Parent View survey as well as the
    views of the parents they met. Inspectors also considered the 20 responses to the staff
  • Inspectors scrutinised a range of documentation, including national test results and the school’s
    own information about pupils’ achievement. They looked at how the school checks on how well it
    is doing, the school development plan, safeguarding policies, and records and documents
    relating to the work of the governing body.
  • The inspection team scrutinised pupils’ work, records relating to behaviour, attendance,
    punctuality, records of the monitoring and evaluation of the quality of teaching and the
    additional sports funding action plan.
  • The lead inspector took account of the school’s website, data dashboard and external audits of
    school’s performance.

Inspection team

Kewal Goel, Lead inspector Additional Inspector
Mina Drever Additional Inspector
Fatiha Mainland Additional Inspector
Inspection report: Marsh Green Primary School, 18–19 June 2014 3 of 9

Full report

Information about this school

  • This is larger than the average-sized primary school. It is expanding from one to two forms of
  • There are currently two classes in Reception, Year 2 and Year 5. There will be two classes
    admitted in Reception every year from now on.
  • The Early Years Foundation Stage also has a nursery, which offers 52 part-time places, 26 in the
    morning and 26 in the afternoon.
  • The school population comprises pupils from a range of minority ethnic backgrounds. The two
    largest groups are from African and any other White ethnic backgrounds.
  • A higher than average number of pupils enter the school at times other than at the start of the
    academic year, especially in the Early Years Foundation Stage, as the school is expanding.
  • The proportion of pupils who speak English as an additional language is much higher than
    average, with more pupils beginning the Early Years Foundation Stage in the early stages of
    English language acquisition.
  • The proportion of pupils supported by the pupil premium is slightly above average to that found
    in most schools. This is additional government funding provided to give extra support to those
    pupils known to be eligible for free school meals and to children who are looked after.
  • The proportion of disabled pupils and those who have special educational needs supported
    through school action is lower than average. The proportion supported at school action plus or
    with a statement of special educational needs is slightly above average.
  • In 2013, the school did not meet the government’s current floor standards for Year 6, which set
    the minimum expectations for the pupils’ attainment and progress in English and mathematics.
    However, the pupils who are not new to the school met the government’s current floor standards
    for Year 6.

What does the school need to do to improve further?

  • Ensure the most-able pupils make rapid and sustained progress in mathematics in Key Stage 2
    by consistently giving them work that ensures they make the progress they are capable of.
  • Make sure that teachers’ comments in their marking and feedback to pupils are closely linked to
    their learning.
  • Ensure that teachers regularly monitor pupils’ responses to the feedback the pupils receive about
    their work so that they do not make the same mistakes again.
Inspection report: Marsh Green Primary School, 18–19 June 2014 4 of 9

Inspection judgements

The achievement of pupils is good
  • Children join the Early Years Foundation Stage with skills and knowledge that are below those
    typical for their age. Their knowledge and skills are particularly low in literacy, mathematics and
    communication. Pupils make good progress across all year groups in school. Thus, by the time
    they leave, they are well prepared for their time in secondary school.
  • In 2013, the school did not meet the government’s current floor standards for Year 6. However,
    the attainment of pupils who had attended the school for a significant length of time was
    average in reading, writing and mathematics.
  • The quality of work in pupils’ books and the school’s own monitoring of pupils’ progress show
    that pupils are achieving well across the school. Pupils are making better progress the longer
    they spend in school.
  • Children make good progress in the Early Years Foundation Stage because of the well-targeted
    support in developing their early literacy skills. Teachers use the information from their daily
    observations to plan the next steps in children’s learning. They use the outdoor area, which
    reflects the learning in the classroom, very well.
  • As a result of the school’s increased focus on phonics (letters and the sounds they make)
    teaching this year, pupils’ performance in the phonic screening check has improved. It is in line
    with the national average. This represents good progress from pupils’ achievement at the end of
    the Early Years Foundation Stage.
  • In Key Stage 1, attainment has been improving steadily over the last three years. In 2013,
    pupils’ attainment was average in reading, writing and mathematics. This year’s results show
    that the current Year 2 pupils have achieved better results than last year. This is the result of
    better monitoring of teaching and more effective extra support and guidance to individual and
    groups of pupils.
  • The achievement of disabled pupils and those who have special educational needs is good. Early
    identification of their needs and additional targeted support and guidance by teaching assistants
    ensure that these pupils achieve well.
  • Pupils who speak English as an additional language (including those at an early stage of learning
    English) achieve well. This is because of specific focus on visual clues, vocabulary and well-
    targeted extra guidance and support.
  • The most-able pupils are making good progress in English, but only expected progress in
    mathematics across Key Stage 2. This is because they are not always provided with work that is
    difficult enough to ensure they make rapid progress to reach higher levels of attainment.
  • Pupils use their acquired skills in reading, writing and mathematics across the curriculum very
    well. This is because of the more focused approach to literacy and numeracy in the topics of the
  • Pupils enjoy reading and read a wide range of books. They develop the ability to make informed
    choices in their reading. Pupils are capable of making inferences and predictions from their
  • Pupils known to be eligible for the pupil premium make good progress. There is no gap between
    their attainment and that of their peers in the school across all year groups. They are making
    better progress than pupils in the school who are not eligible for the funding. This is because the
    funding has been effectively spent on training the support staff, who provide good quality
    additional guidance and support to the eligible pupils.
The quality of teaching is good
  • The large majority of teaching over time across the school is consistently good, with examples of
    some outstanding teaching. As a result of this most pupils are making good progress and
    achieve well.
Inspection report: Marsh Green Primary School, 18–19 June 2014 5 of 9
  • Teaching is not outstanding because the most-able pupils are not always provided with work in
    mathematics which is matched to their ability in Key Stage 2. Sometimes they are required to
    complete tasks that are too simple and do not extend their learning.
  • Teachers and other adults create positive and welcoming classrooms and corridors throughout
    the school. Wall displays are very attractive and classrooms are tidy. This enhances pupils’
  • Staff promote good relationships and have high expectations for pupils’ behaviour and
    achievement. There are effective systems to ensure everyone follows school rules and, as a
    result, most pupils are engrossed in learning.
  • Teachers use questioning well to extend pupils’ knowledge and understanding. This helps pupils
    to make good progress.
  • Homework is set appropriately according to the age group of pupils. Teachers mark pupils’ work
    and give pupils feedback regularly. However, pupils receive inconsistent feedback about their
    written work, which is not clearly linked to learning. Pupils say that they do not always
    understand the feedback and how to improve their work. Teachers do not regularly monitor
    pupils’ responses.
  • Additional adults are deployed well. They understand pupils’ needs and support pupils very
  • In the Early Years Foundation Stage, staff provide stimulating and caring learning environments
    for children, both indoors and outdoors. This helps children to become confident learners and
    make good progress in developing their speaking, early reading, writing and number skills.
The behaviour and safety of pupils are good
  • Pupils’ behaviour is good. Pupils are courteous and welcoming to visitors. They behave well in
    classrooms and around the school, including during playtime and at lunchtime.
  • Behaviour is not outstanding because pupils do not consistently display a thirst for knowledge.
  • Pupils know that the school's leadership listens to, and takes account of, their views. They enjoy
    taking responsibilities, for example showing visitors around the school, organising clubs and
    supervising common areas in the playground.
  • Pupils demonstrate positive attitudes towards learning. Pupils say that there is very little
    disruption in lessons. Whenever it happens, teachers deal with any disruption immediately and
  • The school’s work to keep pupils safe and secure is good. The school carries out detailed risk
    assessments for a range of activities to ensure pupils’ safety. The deputy child protection officer
    has attended additional training focused on protecting African children and learning about their
    cultural expectations of protection. Pupils say that they are safe in the school. This is also the
    view of the school staff and parents.
  • Most pupils get on with their work in class with no fuss whatsoever. Parents are happy with the
    way the school deals with any behaviour issues, which are extremely rare.
  • Pupils are fully aware of different forms of bullying, including homophobic and cyber bullying. A
    very small number of bullying incidents are well managed and dealt with effectively. No racist
    incidents have been recorded in the school.
  • There have been no fixed or permanent exclusions over the last two years. However, this year
    there was one fixed term exclusion during the spring term for offensive and violent behaviour.
    Attendance is above average and all pupils are punctual to the school.
  • Pupils have a good sense of right and wrong, promoted well through teaching and personal,
    social and health education. Diversity is valued and celebrated. Pupils from all backgrounds get
    on well with each other. Staff ensure that there is no discrimination and that all pupils have
    equal opportunities to succeed.
  • The school has effective methods for preventing any poor behaviour, based on the principle of
    rights and responsibilities. All pupils are expected to know the rules and apply them to their own
    behaviour and to their peers in the school.
Inspection report: Marsh Green Primary School, 18–19 June 2014 6 of 9
The leadership and management are good
  • The headteacher and the senior leadership and management team, including governors, work
    very well together. They demonstrate a clear drive and vision for the school.
  • The senior leadership team and middle leaders consistently communicate high expectations to
    staff about securing improvement. They inspire the whole school community to share a strong
    sense of purpose, working towards meeting ambitious targets for all pupils.
  • The senior leadership team is very focused and contributes effectively in the monitoring of
    teaching and learning across the school. Middle leaders also play a key role in monitoring and
    evaluating pupils’ achievement in their areas of responsibility. This helps all teachers to identify
    their strengths and areas for improvement.
  • The school’s understanding of its work is accurate, as the school regularly checks on the
    progress of its plans for improvement. The checks it makes are thorough and systematic. As a
    result, leaders at all levels have an accurate picture of the school’s strengths and areas for
    improvement. The school development plan addresses all identified areas of priority.
  • The leadership of teaching is good. The system for setting targets for teachers is very closely
    linked to the quality of their teaching, pupils’ progress and their personal and professional
    development. There is a close link between the management of teachers’ performance, appraisal
    and salary progression.
  • The topic-based creative curriculum provides pupils with a wide range of opportunities to make
    gains in their learning. It has clear cross-curricular links. The curriculum is further enriched
    through a range of before- and after-school clubs, music, visits and sports. All that the school
    offers promotes pupils’ spiritual, moral, social and cultural development very well. It also
    promotes pupils’ love for learning.
  • The school uses the additional funding for sport to improve the quality of provision of physical
    education. It has hired the services of a group who specialises in sports teaching, both in
    curriculum time and before and after school. It has also employed a qualified and experienced
    gymnastics and dance coach. There has been significant improvement in the quality of physical
    education teaching and increased pupil participation in sports and pupils’ awareness of healthy
  • The school works well with parents. It communicates with them through a range of channels,
    including termly reports, newsletters, an annual award ceremony, and the family-parent
    information booklet. It also invites parents to family literacy meetings in the Early Years
    Foundation Stage.
  • The local authority has provided intensive support to the school during this academic year. It has
    carried out termly reviews to monitor pupils’ achievement and the school’s provision in English,
    mathematics and the Early Years Foundation Stage. The school is very appreciative of the
    support it receives from the local authority.
  • The governance of the school:
    Governors know the school very well. They have good understanding of how the school
    performs against national standards. They ask relevant questions about pupil achievement and
    progress. When the blip in standards happened in 2013, they challenged the headteacher and
    took effective action. The governing body regularly checks that the pupil premium and
    additional sport funding are used effectively. Governors carry out learning walks to gather first
    hand knowledge of the school’s strengths and areas for improvement. They make sure that
    the system for managing the performance of staff is robust and links closely to the Teachers’
    Standards. Governors attend relevant training to improve their effectiveness. The governing
    body has initiated a governance review and a skills audit to make it more strategic.
    The governing body manages the school’s finances well. It ensures that safeguarding
    arrangements and other policies meet statutory requirements.
Inspection report: Marsh Green Primary School, 18–19 June 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: Marsh Green Primary School, 18–19 June 2014 8 of 9

School details

Unique reference number 101211
Local authority Barking and Dagenham
Inspection number 439827

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 302
Appropriate authority The governing body
Chair Mia Warwick
Headteacher Natalie Sanchez
Date of previous school inspection 18−19 November 2009
Telephone number 020 8270 4982
Fax number 020 8270 4983
Email address reveal email: off…
Inspection report: Marsh Green Primary School, 18–19 June 2014 9 of 9


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