Branfil Primary School


Name Branfil Primary School
Ofsted Inspection Rating Good
Address Cedar Avenue, Upminster, RM14 2LW
Phone Number 01708225186
Type Primary
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 600 (53.7% boys 46.3% girls)
Number of Pupils per Teacher 22.4
Local Authority Havering
Percentage Free School Meals 7.7%
Percentage English is Not First Language 9.5%
Persisitent Absence 5.3%
Pupils with SEN Support 12.3%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (03 July 2014)
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Information about this school

The school is larger than the average-sized primary school. The Early Years Foundation Stage consists of three Reception classes. The proportion of pupils eligible for support from the pupil premium, which is extra money provided by the government for pupils who are eligible for free school meals and for looked after children, is well below the national average. The vast majority of pupils are White British. There is a small proportion of pupils of Other White heritage and the proportion of pupils speaking English as an additional language is well below the national average. The proportion of disabled pupils and those who have special educational needs supported at school action is well below the national average. The proportion supported at school action plus or with statements of special educational needs is in line with the average. The school meets the current government floor standards, which set the minimum expectations for pupils’ attainment and progress. The school has experienced expansion since the previous inspection with additional classes added.

Summary of key findings for parents and pupils

This is a good school. Pupils achieve well. Standards at the end of Year 6 are above the national average in mathematics and in spelling, punctuation and grammar. Progress in reading has improved considerably since 2013 because the system for teaching it was reorganised. Teaching is good because most activities are carefully planned at the right level for pupils and this helps them to make good progress. Leaders, managers and governors have ensured that teaching and achievement have improved. Governors are well informed and understand how well the school is doing. The headteacher and leadership team have set clear expectations for good teaching and support their staff to improve their practice. Pupils speak very highly of their school. They feel safe, behave well and treat adults and each other with kindness and courtesy. Provision in the school for pupils’ spiritual, moral, social and cultural development is very strong. The younger children get off to a good start in the Reception classes. It is not yet an outstanding school because: The most able pupils in Key Stage 1 do not always attain the highest levels that they are capable of by the end of Year 2, particularly in mathematics. The precise steps that pupils must take to reach the next level are not always clear to the pupils through teachers’ marking. Teachers do not always ask the most able pupils questions that make them think deeply about topics and help them to progress to the highest levels. Not all teachers are marking in as much detail in mathematics and other subjects as they are in English.