Marsh Green Primary School
phone: 020 82706989
headteacher: Mrs N Sanchez
210 pupils capacity: 161% full
175 boys 52%
165 girls 49%
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 %
- 0.3 miles St Peter's Catholic Primary School RM96UU (435 pupils)
- 0.3 miles Dagenham Park Community School RM109QH
- 0.3 miles Dagenham Park CofE School RM109QH (1269 pupils)
- 0.5 miles Thomas Arnold Primary School RM96NH (481 pupils)
- 0.5 miles Village Infants' School RM109JS (319 pupils)
- 0.5 miles William Ford CofE Primary School RM109JS (357 pupils)
- 0.5 miles Thomas Arnold Infant RM96NH
- 0.6 miles Beam Primary School RM109ED (607 pupils)
- 0.6 miles Castle School RM96XP
- 0.6 miles Sacred Heart School RM96XP
- 0.7 miles Godwin Junior School RM96JH
- 0.7 miles Godwin Infants' School RM96JH
- 0.7 miles Godwin Primary School RM96JH (595 pupils)
- 0.7 miles Hopewell School (Harmony House) RM96XN (44 pupils)
- 0.8 miles The Leys Primary School RM109YR (367 pupils)
- 0.8 miles Newtons Primary School RM138QR (341 pupils)
- 0.9 miles Parsloes Primary School RM95RH (558 pupils)
- 0.9 miles Goresbrook School RM96XW
- 1 mile Barking and Dagenham Tuition Service RM96TJ (134 pupils)
- 1.1 mile Cambell Junior School RM96TD
- 1.1 mile The James Cambell Primary School RM96TD (866 pupils)
- 1.1 mile Hunters Hall Junior School RM108DE
- 1.1 mile Hunters Hall Infants' School RM108JA
- 1.1 mile John Perry Primary School RM108UR (525 pupils)
Marsh Green Primary School
South Close, Dagenham, Essex, RM10 9NJ
|Inspection dates||18–19 June 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
| 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
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
make good progress because of targeted extra
guidance and support to develop their early
settle in lessons. Attendance is consistently
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
|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|
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
- 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|
|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
|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
- 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
- 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 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|
|Unique reference number||101211|
|Local authority||Barking and Dagenham|
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||302|
|Appropriate authority||The governing body|
|Date of previous school inspection||18−19 November 2009|
|Telephone number||020 8270 4982|
|Fax number||020 8270 4983|
|Inspection report:||Marsh Green Primary School, 18–19 June 2014 9 of 9|