Clockhouse Primary School

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About Clockhouse Primary School

Name Clockhouse Primary School
Ofsted Inspections
Headteacher Mrs Joanna Savidge
Address Clockhouse Lane, Collier Row, Romford, RM5 3QR
Phone Number 01708745972
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 699
Local Authority Havering
Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at this inspiring and supportive school. They participate enthusiastically and successfully in the rich and well-taught curriculum.

They concentrate well in lessons and take great pride in their achievements. Pupils develop as independent learners who are ready when it is time to move to secondary school.

The school is a safe place.

Pupils are considerate of one another. They listen to each other respectfully and develop empathy for people who are different from them. They value kindness.

Through the 'Clockhouse workforce', pupils are supported to develop their character as responsible members of the community. On the very rare occasion...s bullying occurs, it is dealt with effectively.

Staff have high expectations for all pupils, including those with special educational needs and/or disabilities (SEND) or from more disadvantaged backgrounds.

They help pupils to build a rich body of knowledge and connect what they learn in lessons to the wider world. For example, pupils undertake carefully planned 'Wow!' activities to help them apply their learning to real-life situations.

Parents and carers are very positive about the school.

They feel well supported and said that staff know their children extremely well. Leaders are continually finding ways to make things even better.

What does the school do well and what does it need to do better?

Leaders ensure that the needs of pupils are well understood and kept under constant review.

Some children arrive at school with knowledge and understanding that is less developed than leaders expect, for example in their personal, social and emotional development. This was especially the case following the pandemic. For example, many children joining the Nursery class had little experience of learning and playing with others.

Through refining the curriculum, careful thought was given to helping children settle in and learn confidently with their peers. For example, staff teach children specific social skills and make sure that children practise these often. This, along with the focus on securing strong foundations in the other areas of learning, means that children are very well prepared for Year 1.

This thoughtfulness about what pupils should be taught pervades the school. Pupils learn an aspirational and demanding curriculum in which academic learning, school values and life skills are anchored to a programme called '100 things to do before I leave Clockhouse'. Through this approach, what pupils learn in each subject is linked together and sequenced purposefully.

This helps pupils to apply and extend their understanding successfully. For example, Year 3 pupils learn in detail about how volcanoes and earthquakes work. They demonstrate their knowledge by making a working model of a volcano, drawing on what they have learned in design and technology.

Educational outings, such as to the Natural History Museum, are used often to enrich pupils' learning. Pupils achieve consistently highly across the subjects.Leaders have designed a strong reading curriculum.

They check pupils' progression rigorously and intervene swiftly and effectively where pupils need additional support. For example, staff with extensive expertise in early reading provide regular catch-up sessions for these pupils. Teachers and support staff are well trained to deliver the phonics programme effectively.

Pupils learn a curriculum rich in texts. There is a well-stocked library that pupils regularly visit. They enjoy being able to choose and explore different books.

Careful thought is also given to ensuring that pupils practise reading with a range of books that match their stage in the phonics programme.

Staff ensure that pupils with SEND, including in the resourced provision, learn the same broad and ambitious curriculum. They consider carefully where adaptations may be needed to make this happen in practice.

For example, some pupils benefit from bespoke support in lessons, where staff work hard to meet individual needs around behaviour or learning.

Pupils are proud to learn. They keenly demonstrate the school values of nurture, respect, learning, community, excellence and excitement.

They have many chances to be responsible members of the school community. Pupils are exceptionally polite and highly motivated. Staff teach them to be ambitious and independent learners and to celebrate their success.

Pupils love playing in the well-designed playground and return to lessons ready to focus on learning. They enjoy attending the impressive number of clubs on offer.

Teachers and support staff are proud to work at the school.

Leaders give careful thought to making staff workload manageable. They also ensure that there are many opportunities for staff to engage in high-quality further training and development. This enables staff to constantly refresh and improve their practice.

For example, they appreciate the chance to work in 'tiger teams' to champion and develop aspects of the school's curriculum.

Governors and leaders are exceptionally well informed and rigorous in their approach. They constantly reflect on how to serve their community and build on the school's strengths.

Their work is valued and respected by staff, families and the local authority.


The arrangements for safeguarding are effective.

Pupils are kept safe.

Leaders ensure that staff are well trained to recognise and report concerns. They are aware of possible risks to pupils as well as the challenges faced by some families. Leaders are trusted by pupils and families to provide the right type of help when it is needed.

Pupils are confident to report concerns and equally confident that adults will help them. They learn to consider how to keep themselves safe through a well-planned curriculum.Leaders keep organised records of concerns.

They organise support within school, for example from the home-school team. They also make referrals to external agencies when needed.

Leaders carry out appropriate checks to ensure that only suitable adults are employed at the school.

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