Behaviour and lack of progress are key concerns in Tudor Court Ofsted

WITH its state of the art build and expensive looking website, Tudor Court primary school fits in with the well heeled environs of Chafford Hundred.

However, it appears that Ofsted have seen through the veneer as the school has received a “Satisfactory” Ofsted report that will be of great concern to many parents in the borough.

Before the inspection, parents and governors alike were anticipating whether the school could achieve an Outstanding report but instead the report, to many, isn’t that far away from the dreaded special measures/notice to improve.

And whilst their neighbouring senior school, Chafford Hundred Campus (soon to be a Harris Academy) marches from success to success and indeed was informed by Ofsted that because it was so good it would not be as frequently inspected as others,Tudor Court joins Chafford Primary in struggling to compete with the borough’s senior schools.

The report highlights one a number of factors that will bring real concern. Standards across the board in English are criticised and specifically with reference to boys.

There is also reference to dis-satisifaction to

Among the key criticisms are:

1. Progress and achievement is good in Maths. However, this is not always the case in English lessons, particularly in writing, and leads to pupils making satisfactory, rather than good progress. Lesson plans do not clearly identify exactly what pupils are expected to learn. Pupils are not always aware of their individual targets so they are not as well-motivated to improve as they might be.

2. Improvement plans focus on the right key priorities but sometimes lack the clear success criteria, monitoring procedures and benchmarks necessary to secure more rapid improvement. Governance, while satisfactory, is not focused well enough on monitoring the success of initiatives and checking on school effectiveness.

3. The school identified that White British boys were making insufficient progress in writing. A range of strategies has been implemented to interest and motivate boys more effectively. This is having a positive impact on their achievement and the gap is beginning to narrow. For example, a project on ‘Dr Who’ for Year 6 boys, involving two other local schools, encouraged them to write instructions on how to overcome a ‘Cyberman,’ and to write diary entries in the character of ‘Dr Who’.

4. However, whole-class lessons are not always planned well enough and do not include enough detail about exactly what pupils are expected to learn. This coupled with the fact that pupils do not always know their individual learning targets, means that they are less well motivated to succeed.

5. Although a range of activities are planned at different levels, often these do not match pupils’ particular needs or challenge them to work at higher levels.

However, school and subject improvement plans lack explicit guidance to ensure that everyone understands their roles and responsibilities in evaluating the school’s performance and driving improvement forward.

6. Although there is a strong feeling of community within the school and locality, links with communities and cultures outside the local area have yet to be fully established.

7. A few expressed concerns about how the school deals with unacceptable behaviour. Indeed over 10% of parents who returned the questionnaire made reference to behaviour and how it was dealt with.

YT will gauge further reaction to the report over the coming week.

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