Bonnygate Primary School

Name Bonnygate Primary School
Ofsted Inspection Rating Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Address Arisdale Avenue, South Ockendon, RM15 5BA
Phone Number 01708853316
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils Unknown
Number of Pupils per Teacher 21.2
Academy Sponsor Osborne Co-Operative Academy Trust
Local Authority Thurrock
Percentage English is Not First Language 23.8%
Persisitent Absence 10.2%
Pupils with SEN Support 10.2%
Catchment Area Information Available Yes
Last Distance Offered Information Available No
Highlights from Latest Full Inspection
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Information about this school

The school meets requirements on the publication of specified information on its website. This is a larger than average primary school. The majority of pupils are White British. A smaller than average proportion are from minority ethnic backgrounds. The proportion of disadvantaged pupils is above the national average. The proportion of pupils who have special educational needs and/or disabilities is slightly below the national figure, but the proportion with a statement of special educational needs or an education, health and care plan is above average. The school meets the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress. The school has been receiving support and challenge from Thurrock Local Authority.

Summary of key findings for parents and pupils

This is a good school The headteacher has created a new leadership team to help her raise standards. This has proved extremely effective and the school has improved considerably since the previous inspection. Governors are well informed and ambitious for the school, and their strategic leadership has played an important part in the school’s development. The senior leadership team is meticulous when checking on how well pupils are progressing. This attention to detail has a clear impact on classroom practice so that standards have risen. Leaders and managers at all levels are clear about their responsibilities, and determined to do their best to help all pupils succeed. The school spends additional money wisely for disadvantaged pupils and those who have special educational needs and/or disabilities. These pupils make good progress across the curriculum. Safeguarding is effective. Records are carefully maintained and pupils have a good understanding of how to keep safe, including when using the internet. Teaching is good. Teachers have clear expectations about what pupils can achieve, although there is a lack of consistency in the level of challenge given, especially to the most able pupils. Pupils make good progress in all subjects and leave the school ready for a successful start at secondary school. Nevertheless, some pupils could do even better, particularly the most able pupils, so that more pupils attain the highest level. Pupils behave well in their classrooms and around the school. They are polite and sociable. They enjoy sharing ideas in lessons and work collaboratively with their classmates. Senior leaders have introduced a range of procedures to promote regular attendance. Nevertheless, absence rates are still too high and too many pupils, particularly disadvantaged pupils, are persistently absent. Results submitted to Ofsted’s Parent View website showed that some parents were dissatisfied with the way leaders and managers communicate with them. The early years foundation stage is good. Staff provide a safe, nurturing and stimulating environment. Children are encouraged to be imaginative in their play and learning takes account of children’s own interests.