School etc

Mead Primary School

Mead Primary School
Amersham Road
Harold Hill

phone: 01708 343616

headteacher: Mrs Susan Garner


school holidays: via Havering council

571 pupils aged 3—10y mixed gender
414 pupils capacity: 138% full

290 boys 51%


280 girls 49%


Last updated: Sept. 30, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 554608, Northing: 191769
GPS coordinates
Latitude: 51.604, Longitude: 0.2311
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
March 2, 2011
Region › Const. › Ward
London › Hornchurch and Upminster › Harold Wood
Urban > 10k - less sparse
SEN priorities
SLCN - Speech, language and Communication
Special classes
Has Special Classes
Investor in People
Committed IiP Status
Free school meals %

rooms to rent in Romford

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List of schools in Romford

10 February 2015
Mrs Susan Garner,
The Headteacher
Mead Primary School
Amersham Road
Dear Mrs Garner

Requires improvement: monitoring inspection visit to Mead Primary

Following my visit to your school on 10 February 2015, I write on behalf of Her

Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the

inspection findings. Thank you for the help you gave me and for the time you made
available to discuss the actions you are taking to improve the school since the most
recent section 5 inspection.
The visit was the first monitoring inspection since the school was judged to require
improvement following the section 5 inspection in October 2014. It was carried out
under section 8 of the Education Act 2005.
Senior leaders and governors are taking effective action to tackle the areas requiring
improvement identified at the recent section 5 inspection.


During the inspection, meetings were held with the headteacher, other senior and
middle leaders, three members of the governing body and a representative of the
local authority. The purpose of these meetings was to discuss the actions taken
since the last inspection. Short visits were made to twelve classes, as I toured the
school with you. I also met with a group of pupils and talked to others informally

during visits to classrooms. The school’s action plan and a range of other documents

were evaluated.

Kings Orchard
1 Queens Street
Bristol, BS2 0HQ
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T 0117 311 5307
Email: reveal email: rach…


Since the last full inspection no teachers have left the school. However, the
headteacher will be leaving the school at the end of the spring term. Governors have
already appointed her successor to take up post in the summer term. A small
number of teachers are also leaving the school at Easter. The Chair and Vice Chair of
the governing body, both previous members of the governing body, are new to their
roles since the last inspection.

Main findings

You have taken quick action to set a clear course for school improvement. The
action plan directly addresses the areas for further improvement raised at the full
inspection. You have ensured that all teachers have an accurate understanding of
the learning needs of their pupils. This is helping them to plan learning activities that
challenge pupils with greater precision. Work books and class activities show that
pupils are starting to complete different work according to their abilities. More able
pupils are beginning to work on more demanding tasks that make them think hard.
This is supporting them to make better progress. Pupils were able to tell me what
they were learning about and why.
Leaders in the school are checking the progress and learning of pupils more
frequently. This is helping the school sharpen the precision of its interventions for
pupils, when they are not making enough progress. Leaders and teachers are
adapting their approaches to focus on learning. They choose topics carefully to
engage and help boys’ progress, including in the early years foundation stage. Both
boys and girls told me that they find their learning interesting and that teachers help
them work hard. Pupils of all ages are developing helpful strategies to sort out

difficulties when they ‘get stuck’.

You have set out clear expectations for teachers’ marking and feedback to pupils. All
teachers are using the agreed method of marking. Pupils are responding more
frequently, especially where they have made mistakes in spelling, punctuation or

grammar. This is beginning to improve the quality of pupils’ written work.

Developing marking, so that there is a greater focus on how to reach the next stages
in learning will improve progress further.
You have set clear expectations for staff for teaching a range of mathematical
approaches to problem solving. The training you have provided is helping them to
plan activities to tackle problem solving activities frequently. This is helping pupils
build confidence in re-applying their learning. The wider use of practical equipment

is helping pupils apply different techniques and test their understanding.

You are involving other senior and middle leaders to a greater extent in checking on
the quality of teaching. This is improving their understanding of how to improve
teaching and secure better pupil progress. Middle leaders are becoming more adept
in improving teaching through leading training and coaching. This is contributing to a
more consistent approach to learning. As a consequence, pupils are clear about what
they have to do and how to go about it.
You have put in place straight forward steps to ensure that learning is not disrupted
as pupils return from intervention groups to their normal classes. Pupils now
continue sensibly with suitable work until they join main class activities.
You have made sure that pupils understand that name calling is unacceptable as

part of the school’s work to ensure good behaviour and pupil’s respect for each

other. When this does occur, pupils confirm that staff are effective in dealing with
this. Staff are vigilant and the school records these incidents.
While there remains much to do on the journey of improvement to good or better,
your decisive actions are turning Mead Primary School in the right direction.

External Support

The local authority is providing good quality support to the school. Through the
monthly progress meetings, it models high levels of challenge to the school. This is
helping the school to sharpen its practices. Specialised support has been provided to

develop the school’s approach to teaching spelling, punctuation and grammar.

I am copying this letter to the Chair of the Governing Body, the Director of Children’s
Services for Havering and as below.

Yours sincerely
Chris Campbell

Her Majesty’s Inspector

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