LITTLE Thurrock Primary School has been highly praised following an inspection by Ofsted.
The government inspectors visited the school on November 21st and 22nd.
Headteacher Ian Broad said:
“As a school we are delighted with this result as it means that the school has improved by two OFSTED categories since its last inspection.
‘The positive outcome is a tribute to the whole school community who have worked so hard to ensure that the school achieved the result that it deserved. I want to pay a particular tribute to the staff, governors and children who met with inspectors on the 21st and 22nd November.
“It’s also a very proud achievement for the Osborne Co-operative Academy Trust of which we are a part as it now means that all schools in the trust are judged as good. The governors and trust have provided excellent support during our school improvement journey”.
The report states: The school is at the heart of the local community. Pupils know this and enjoy coming
to school to see their friends. They are respectful and inclusive of everyone. Pupils
and adults have strong relationships, which ensure that pupils have someone they
can talk to in school. Pupils behave well and feel safe.
Pupils focus on their learning. They want to do well and know that their teachers
have high expectations of them. Pupils contribute to class discussions and support
each other with their learning. They like to share their learning. However, in a few
subjects, pupils achieve less well because the activities chosen are not as effective in
ensuring that pupils learn the knowledge intended.
Pupils contribute to the community by raising money for charities as well as
gathering donations that they take to the local food bank. They visit local elderly
people, whom they play games with and talk to. Pupils also extend and enhance
what they learn in the curriculum. They attend cyber safety workshops, trips to
Colchester Zoo and Kew Gardens. Pupils perform for parents and attend various
sporting competitions. Pupils talk fondly of these experiences, which they remember
because they bring their learning to life.
What does the school do well and what does it need to do
better?
The school’s curriculum is ambitious and well thought through. It ensures that pupils
build on their learning, starting from the early years. Plans are clear about what
pupils should have learned before they move on to the next topic. However,
teachers do not always choose the most appropriate activity for the intended
learning.
Also, in a few subjects, some staff do not have detailed knowledge of the
topic to be able to extend pupils’ learning even further. Therefore, pupils do not
always learn as well as they could.
Staff check what pupils have learned in mathematics and phonics regularly so that
they can ensure that pupils have the secure knowledge they need before they
progress with their learning. However, staff are not checking pupils’ learning in a few
foundation subjects. Therefore, it is harder for leaders to see how well pupils are
learning.
The school identifies pupils with special educational needs and/or disabilities (SEND)
quickly and effectively. Many pupils with SEND access the same learning as their
peers due to the careful adaptations that the school puts in place for them. Some
pupils with SEND receive a more personalised approach following advice from
external agencies. Staff have had specific training to ensure that pupils with SEND
get the support that they need. This ensures that pupils with SEND make progress
across the curriculum.
Pupils enjoy reading. They start to learn phonics as soon as they join the school and
they soon become fluent readers. Staff are well trained to ensure that pupils make
progress. Staff give pupils extra support when needed. Pupils take their reading
books home so that they can practise using their phonics knowledge. Pupils enjoy
listening to stories, sharing books and working together to read books and earn
rewards. They enjoy reading and see it as a calming time and, therefore, use it that
way when they need to.
Pupils behave well around the school. They are sensible and considerate of others.
The school introduced a new behaviour policy that ensures that everyone is clear on
the expectations of pupils and how staff will manage behaviour.
The school ensures that pupils learn about the world around them. Pupils learn why
they should be accepting of differences and of the need for all to feel equal. This is
supported by an assembly programme that includes women in society, British values
and different religious festivals. Pupils value the leadership opportunities that they
have open to them. These include house captains, school council, road safety, sports
and well-being ambassador roles. These roles help pupils to support each other and
contribute to them being safe and happy.
The school has been through a considerable amount of change over the past few
years. These changes have been carefully managed and considered to ensure the
best for the school community, which has been exceptionally supportive throughout.
The school considers staff’s well-being and workload when introducing new
initiatives. As a result, the school has made considerable progress in a short space of
time.
There is a lack of consistent practice in the delivery and checking of learning in a
few foundation subjects. Staff sometimes plan and teach activities that do not
focus on the knowledge leaders intend pupils to learn. As a result, pupils are not
learning and remembering as much as they could. The school should ensure that
teachers choose activities that are effective in helping pupils learn the knowledge
identified in these curriculum plans. The school should also check that the
curriculum is being taught and assessed as intended in these subjects.
