Dilkes Academy

Name Dilkes Academy
Website http://www.dilkesacademy.org.uk
Ofsted Inspections
Address Garron Lane, South Ockendon, RM15 5JQ
Phone Number 01708852128
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 505 (53.3% boys 46.7% girls)
Number of Pupils per Teacher 19.2
Academy Sponsor Catalyst Academies Trust
Local Authority Thurrock
Percentage Free School Meals 21.6%
Percentage English is Not First Language 24.2%
Persistent Absence 4.3%
Pupils with SEN Support 5.5%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about the school

Dilkes is almost twice the size of the average primary school. The large majority of pupils are White British; the proportion with minority ethnic heritage is average. There are no pupils at an early stage of learning English as an additional language.

The percentage of pupils known to be eligible for free school meals is above average, as is the proportion who are disabled or have special educational needs and are supported as school action plus or with a statement of special educational need. Of these, the majority have moderate learning difficulties. The school incorporates a specially resourced provision for 10 pupils with special educational needs relating to emotional, social and behavioural difficulties; most of the pupils with a statement of special educational need are supported by this personalised learning centre.

The school meets government floor standards for pupils’ attainment and progress. Dilkes Primary has Artsmark, Activemark, the Quality Mark for science and International Schools awards, and has Healthy Schools status. The governing body has advanced proposals for the school to become an academy.

It has already consulted parents, carers and the local authority about its plans.

Key findings

This is an outstanding school. The excellent provision for pupils’ spiritual, moral, social and cultural development contributes to a stimulating curriculum that continues to be outstanding, as it was at the time of the last inspection.

As a result, pupils become confident learners. Pupils achieve exceptionally well because teaching is of high quality. Disabled pupils and those who have special educational needs, including those attending the personalised learning centre, make good and often outstanding progress.

Just occasionally, progress for pupils with special educational needs in reading and mathematics slows when resources and techniques used are not matched closely enough to their individual learning needs. Throughout the school, teachers have high expectations of what pupils can achieve. Lessons mostly move forward at a brisk pace and so pupils get a lot done.

Pupils’ learning is not always consolidated in those lessons where not enough opportunity is taken to summarise and evaluate with the pupils what it is they have learnt. Marking gives pupils a very clear picture of what they are doing well and what they need to do to improve. As a result, pupils have a remarkably sharp awareness of how well they are achieving.

Behaviour is exemplary. Even those pupils who join the school with a history of behavioural difficulties settle well and integrate into mainstream classes. Thanks to extremely well-focused support, these pupils learn self-control.

Pupils listen carefully in lessons and their very positive attitudes contribute strongly to their excellent progress and achievement. Attainment has risen steadily because leaders and managers have been highly successful in securing a consistently high standard of teaching. Monitoring is thorough and the headteacher has been innovative in devising programmes of continuous professional development that equip teachers to reflect on and improve their performance.