Tilbury Manor Junior School Closed - result of amalgamation Aug. 31, 2011
phone: 01375 *** ***
headteacher: Ms Mahrukh Mistry
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Open date
- Sept. 1, 1936
- Close date
- Aug. 31, 2011
- Reason closed
- Result of Amalgamation
- OSGB coordinates
- Easting: 564864, Northing: 177049
- GPS coordinates
- Latitude: 51.468, Longitude: 0.37217
- Accepting pupils
- 7—11 years old
- Ofsted last inspection
- Jan. 27, 2010
- Region › Const. › Ward
- East of England › Thurrock › Tilbury St Chads
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Manor Primary RM188HJ (554 pupils)
- 0.1 miles Manor Primary RM188HJ
- 0.4 miles St Chad's School RM188LH
- 0.4 miles The Gateway Academy RM164LU (999 pupils)
- 0.6 miles Tilbury Pupil Referral Unit RM187AX
- 0.6 miles The Gateway Primary Free School RM164LU (107 pupils)
- 0.7 miles Lansdowne Primary School RM187QB
- 0.7 miles Jack Lobley Primary School RM187AX
- 0.7 miles Lansdowne Primary Academy RM187QB (650 pupils)
- 0.8 miles St Mary's Catholic Primary School RM187QH (313 pupils)
- 1 mile Chadwell St Mary Primary School RM164DH (187 pupils)
- 1.2 mile Herringham Primary School RM164JX
- 1.2 mile Herringham Junior Community School RM164JX
- 1.2 mile Herringham Primary Academy RM164JX (378 pupils)
- 1.3 mile Palmer's College RM175TD
- 1.4 mile Thurrock College RM162YR
- 1.4 mile Thurrock and Basildon College RM162YR
- 1.5 mile Woodside Primary School RM162GJ
- 1.5 mile Woodside Academy RM162GJ (502 pupils)
- 1.6 mile Thameside Junior School RM176EF
- 1.6 mile Thameside Infant School RM176EF
- 1.6 mile Thameside Primary School RM176EF (570 pupils)
- 1.7 mile Torells School RM162XN
- 1.7 mile The Gateway Community College RM162XN
Tilbury Manor Junior School
|Unique Reference Number||114893|
|Inspection dates||27–28 January 2010|
|Reporting inspector||Alan Jarvis|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Junior|
|Age range of pupils||7–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||261|
|Appropriate authority||The governing body|
|Chair||Mrs D Wenn|
|Headteacher||Ms M Mistry|
|Date of previous school inspection||20 September 2006|
|School address||Dickens Avenue|
|Telephone number||01375 842681|
|Fax number||01375 840355|
|Inspection dates||27–28 January 2010|
© Crown copyright 2009
This inspection was carried out by three additional inspectors. The inspectors spent the majority of time observing nine teachers and visited 16 lessons and parts of lessons. They also held meetings with governors, staff and groups of pupils. They observed the school's work, and looked at school policies, assessment information, the school improvement plan and pupil's work. In addition, the inspectors received and analysed 42 questionnaires that were completed by parents and carers, 24 from staff and 62 from pupils.
The inspection team reviewed many aspects of the school's work. It looked in detail at the following:
- how successfully has the school been in raising standards in English, mathematics and science over recent years
- whether the school is doing all it can to improve attendance
- how well all groups of pupils behave in lessons and around the school
- how effectively the governing body is able to fulfil all aspects of their role.
Information about the school
The school is larger than most other junior schools. Around one third of pupils are entitled for a free school meal which is much higher than typically found. The proportion of pupils from ethnic minority backgrounds is broadly average and has risen since the last inspection. The proportion of pupils who have special educational needs and/or disabilities is high. The most common needs relate to difficulties in learning, speech, language and communication, and emotional, behavioural and social difficulties. The school has had a series of interim headteachers for most of the time since the last inspection. The current interim headteacher took up post in September 2009. It has achieved the Healthy Schools and Gold Star Sports Awards. The school runs a breakfast club and provides an after school club run by an outside provider and this is subject to another 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
The school provides a satisfactory and improving education for its pupils. There is a calm and purposeful atmosphere and pupils typically say their school is a happy and safe place to learn. These stem from the good quality care, guidance and support which has a positive impact on pupils' attitudes to school following a period of disruption caused by staffing changes. A further strength is the good promotion of healthy lifestyles which encourages pupils' participation in regular physical activity, to eat very sensibly and know how to keep fit and safe in different ways. A watchful eye is kept on pupils with additional needs, particularly those with behavioural, social or emotional difficulties, to ensure they get the right support which is well tailored to their needs.
Attainment has improved since the last inspection. Last year's national test results showed a significant improvement from the previous year and were broadly in line with national averages. For example, those in English were 16% higher than at the time of the previous inspection. This improving picture is set to be sustained in 2010 although pupils continue to do better in English than in mathematics and science. This is because investigations are not as well developed as they should be in these two practical subjects. Opportunities for pupils to apply their English and mathematical skills are not systematically planned across subjects which limits attainment and progress.
Teaching has improved considerably in the past year because of the rigorous action taken to address weak teaching and build on areas of strength. Overall it is now satisfactory. However, inconsistencies in the quality of teaching and learning remain which means that pupils do not yet make consistently good progress in all classes. Assessment in lessons is developing well and pupils are learning to reflect on their work and this is satisfactory. In best cases this acts as a spur to learning and leads to them having a clear view of how to improve. Behaviour in classes and around the school is invariably good but is occasionally marred by minor disruption from a small minority of pupils which is quickly addressed by staff. Attendance has improved significantly in the last year, due to action taken by the school. It is broadly average for most pupils but not for a few who are persistently absent or who turn up late for school.
The interim headteacher's motivational and assured leadership has empowered the staff and greatly improved teamwork and morale. All staff are clearly focused on school improvement. This vision and urgency are set out in the good improvement plan which is based on an accurate self-evaluation. Recent improvement provides clear signs that the school has a satisfactory and strengthening capacity to improve. However, vacancies in the governing body limit their capacity to monitor and evaluate the school's work and fully hold the school to account for its performance.
What does the school need to do to improve further?
- By summer 2010 accelerate the improvement in English, mathematics and science by:
- ensuring all teaching and learning is of a good quality
- ensuring pupils are fully aware of their next steps in learning and how to improve their work
- giving greater focus to using and applying their understanding in mathematics and science
- planning more opportunities to develop basic skills across the curriculum.
- By January 2011 improve attendance to at least average levels by:
- ensuring that the attendance of persistent absentees improves
- working with parents to ensure all pupils are punctual to school.
- As a matter of some urgency strengthen the work of the governing body by:
- ensuring the skills of the governing body are enhanced by filling vacancies
- implementing a rigorous programme of training and visits so that governors are able to evaluate the work of the school more effectively.
- Around 40% of schools whose overall effectiveness is judged satisfactory may receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.
Outcomes for individuals and groups of pupils
Lesson observations and the school's tracking data show that pupils enjoy their learning and achieve satisfactorily. Most pupils are keen to learn but lack confidence in knowing how to improve their work. From starting points that are typically below average pupils make satisfactory progress through their time in school. Rates of progress vary and increase when pupils experience good teaching and are active participants in learning. This is now more evident, for example, in a number of mathematics lessons where there is a growing culture of setting problem-solving tasks. This has a positive impact on pupils' enjoyment. One pupil said 'Our maths lessons are much more fun now we work together on quite difficult problems.' In science the curriculum is better planned but there is still much to do to tackle gaps in pupils' learning and strengthen experimental work.
The school's records show that almost all pupils are making satisfactory progress regardless of their gender, ethnicity or additional learning need. However, a few of the very small minority of pupils with behavioural, social and emotional needs are not making enough progress because of their poor attendance.
Inspectors looked closely at behaviour as a significant number of pupils said 'The school would be better if we all behaved well.' Discussions with pupils indicated that instances of poor behaviour is related to a small minority, who have been identified by the school has having clearly defined behavioural, emotional and social difficulties. These pupils are mostly taught in small groups and are receiving good support to improve their behaviour. Most pupils behave well in lessons and around the school.
Pupils' contribution to the school and wider community is satisfactory. They act as playground buddies, have come up with some good ideas in the school council and take part in local activities such as the Thurrock Music festival. Pupils know what is right and wrong and respond positively to the artistic and cultural opportunities provided by the school. However, few are really curious about the wider world around them. Their good group work skills and sound basic skills prepare them satisfactorily for secondary school and life beyond.
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||2|
|The extent to which pupils adopt healthy lifestyles||2|
|The extent to which pupils contribute to the school and wider community||3|
|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||3|
1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low
How effective is the provision?
Although teaching is satisfactory overall good teaching was seen in most years. It is particularly strong in Year 6 where some outstanding teaching was seen. In the best lessons the teaching was lively and pupils were active. Lesson objectives were clear and concise and the activities chosen were interesting and enjoyable. Attainable but challenging expectations for what the teacher expected pupils to achieve were set for all groups of pupils. In these good lessons behaviour management was strong and instances of inattention were nipped in the bud. Where teaching is less effective the teachers talked for too long which resulted in sluggish learning and activities were less well matched to pupils' needs.
Pupils self-assessment of their learning is a growing feature of good practice. Good examples were seen in Year 6 such as when one girl wrote in her book, 'I can easily do this but now I need to really focus on column addition.' However, this sharpness in pupils working with their teachers to pinpoint learning targets is inconsistent across classes and not yet fully embedded in practice.
Although firm plans are in place the school is at an early stage of developing a more creative curriculum, especially in subjects other than English, mathematics and science, which will build on pupils' interests and capabilities. Pupils benefit from a good range of extra-curricular activities, residential visits and visitors to school. A further good feature of the curriculum is the way in which it is adapted to meet the needs of different groups of pupils. For example, the curriculum in Year 3 was reorganised to make the transition from the infant school easier for those pupils with low self-esteem or who found it hard to cope on transfer.
Well tailored support is given to the high numbers of pupils who need extra support, both in class and small groups led by the learning mentors. The school is working closely with local agencies to support the families of those pupils whose behaviour can sometimes be challenging. The breakfast club provides a calm start to the school day. Pupils say 'It's fun with a really yummy breakfast.' Behaviour here is good.
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||3|
|The effectiveness of care, guidance and support||2|
How effective are leadership and management?
In the short time she has been in post, the interim headteacher and her senior staff have developed a clear vision for raising attainment and achievement. They have embedded effective systems for checking on the quality of teaching and tracking pupils' progress. As a result teaching has improved considerably and subject leaders in English and mathematics can identify the strategies that have helped pupils make better progress this year. Safeguarding procedures meet current requirements with clear policies and guidelines for ensuring pupils welfare and safety. The good professional development opportunities for all staff are closely linked to the school's improvement priorities. These have helped ensure staff policies are consistently followed and are helping many staff to improve their teaching. The governing body fulfils its statutory duties and is committed to the interim headteachers vision and strengthening their involvement in the school. Regular newsletters, drop-in mornings and the opportunity to attend consultation evenings, celebration assemblies and a 'family learning' group help foster sound links with parents. However, the school knows that it must reach out to those parents who are reluctant to forge links with the school. All equal opportunity policies are in place and evident in practice. These have helped ensure racism is very rare in the school, attendance has been rising and progress is at least satisfactory for almost all groups of pupils. The school increasingly promotes community cohesion well within the locality, although the global dimension is currently underdeveloped. There are clear plans to link with schools further afield to help pupils become more curious about other cultures.
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||3|
|The effectiveness of partnerships in promoting learning and well-being||3|
|The effectiveness with which the school promotes equality of opportunity and tackles discrimination||3|
|The effectiveness of safeguarding procedures||3|
|The effectiveness with which the school promotes community cohesion||3|
|The effectiveness with which the school deploys resources to achieve value for money||3|
Views of parents and carers
Sixteen per cent of parents returned the questionnaire. A minority of parents had concerns about the quality of teaching, how well the school deals with behaviour, how well it takes account of their concerns or questions and how well the school is led and managed. The inspectors took note of their concerns and found all these elements to be satisfactory. The views expressed in this small sample were much less favourable than the school's recent survey where a very large majority of parents were satisfied with the school.
Responses from parents and carers to Ofsted's questionnaire
Ofsted invited all the registered parents and carers of pupils registered at Tilbury Manor Junior 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 42 completed questionnaires by the end of the on-site inspection. In total, there are 261 pupils registered at the school.
|My child enjoys school||11||26||19||45||8||19||4||10|
|The school keeps my child safe||6||14||28||67||5||12||1||2|
|My school informs me about my child's progress||8||19||16||38||11||26||6||14|
|My child is making enough progress at this school||10||24||12||29||11||26||8||19|
|The teaching is good at this school||7||17||16||38||9||21||9||21|
|The school helps me to support my child's learning||7||17||18||43||11||26||6||14|
|The school helps my child to have a healthy lifestyle||10||24||20||48||9||21||0||0|
|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)||6||14||16||38||11||26||4||10|
|The school meets my child's particular needs||3||7||20||48||9||21||8||19|
|The school deals effectively with unacceptable behaviour||3||7||11||26||8||19||17||40|
|The school takes account of my suggestions and concerns||3||7||13||31||14||33||6||14|
|The school is led and managed effectively||4||10||11||26||13||31||12||29|
|Overall, I am happy with my child's experience at this school||6||14||15||36||9||21||12||29|
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%.
What inspection judgements mean
|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 of schools inspected between September 2007 and July 2008
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
The data in the table above were reported in the Annual Report of Her Majesty's Chief Inspector of Education, Children's Services and Skills 2007/08.
Percentages are rounded and do not always add exactly to 100. Secondary school figures include those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.
Common terminology used by inspectors
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.
This letter is provided for the school, parents and
carers to share with their children. It describes Ofsted's
main findings from the inspection of their school.
29 January 2010
Inspection of Tilbury Manor Junior School, Tilbury, RM18 8HJ
Thank you so much for making the inspectors welcome in your school. We valued the time we spent seeing you at work. I would like to share our findings with you.
The interim headteacher has introduced many positive changes since September 2009 which have ensured a number of important improvements. Currently your school provides you with a satisfactory education. We were pleased to see you enjoy coming to school and feel safe because the staff look after you so well. For your age you have a good understanding of how to lead healthy lifestyles and put this into practice. We saw how well you enjoyed working actively in small groups. The school makes sure any of you who need additional support are helped to make the same progress as other pupils. We looked at behaviour because you told us it was not as good as you want it to be. What we saw was that most of you behave well in lessons and around the school, but a few misbehaved occasionally. The school has put in place a number of new ways of helping the few pupils who find behaving well difficult.
Your teachers have ensured almost all of you make satisfactory progress. In some classes where the teaching is good you learn a lot more quickly. Standards have been rising although you do better in English than in mathematics and science. To make standards even higher your teachers have agreed to make teaching better, even though it has improved a lot in the last year. They also want to work with you to make sure you are very clear about what you need to do to improve; give you more practical investigations in mathematics and science and provide you with more opportunities to use your English and mathematical skills in other subjects. Attendance is improving but not as good as it should be for a small number of pupils. You can all help by coming to school each day and arriving on time. I have also asked the school governors to be better at checking how well the school is performing.
I hope you will continue to enjoy school and work hard so that the school can improve as much as the staff and governors want it to do.
Dr Alan Jarvis
|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.|