Dilkes Academy

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About Dilkes Academy

Name Dilkes Academy
Website http://www.dilkesacademy.org.uk
Ofsted Inspections
Headteacher Mr Rhys Latham
Address Garron Lane, South Ockendon, RM15 5JQ
Phone Number 01708852128
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 483
Local Authority Thurrock
Highlights from Latest Inspection

What is it like to attend this school?

Pupils attend this school happily and with pride. They are highly motivated and enjoy the opportunities they get to celebrate the success of others.

Pupils work well with each other, both in groups and in pairs, and carefully listen to each other's views. Pupils show a great deal of self-confidence when talking to adults.

Pupils learn a broad, rich and deep curriculum.

They respond exceptionally well to the high expectations that all staff have. Pupils are active participants in lessons. They have developed resilience, and they understand that they learn more when there is a challenge.

Bullying is rare. However, if it does happen, pupils know that te...achers will help them to stop it. Pupils are happy and safe.

They care for each other and show this by being kind and respectful. Pupils have lovely manners and listen carefully to each other's opinions. Older pupils are responsible role models to younger pupils.

Pupils enjoy all their responsibilities - for instance, being mental health champions. They can attend a wide range of extra-curricular clubs. Pupils also learn to be aspirational and consider a wide range of options for possible careers.

For instance, some pupils want to be structural engineers or computer programmers.

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

Leaders make sure that there is a constant drive to raise standards in all subjects. They have created curriculums that follow a logical order from Reception to Year 6.

Leaders have developed a 'best method manual'. This means that staff teach in a consistent way, which has a positive impact on pupils' engagement. Leaders regularly check that pupils learn the intended curriculum by reviewing subject plans, monitoring books and talking to pupils.

Leaders' monitoring means that all staff know what to teach, and expectations are consistently high. The development of staff is very well structured and of a high quality. Teachers carry out regular checks on pupils' learning and change plans when they need to.

As a result, pupils' knowledge develops securely, and they achieve exceptionally well.

Leaders have created opportunities to develop pupils' learning beyond the national curriculum. They set the basis for this right from the start.

For instance, when discussing growing plants, children in the early years learned why we import fruit to this country. Discussions such as these deepen children's understanding and drive their language development and ability to form opinions. As pupils grow older, leaders ensure that pupils become more and more proficient.

For instance, pupils learn how to debate with the weekly 'big questions,' which helps pupils to consider different viewpoints and think critically. This means that pupils become knowledgeable and confident individuals.

The teaching of reading has a high priority across the school.

Children in Nursery learn simple sounds and letter shapes through songs and rhymes. Children learn phonics as soon as they start Reception. This means that pupils learn basic reading skills securely.

Pupils read books that match their phonics knowledge, so they can practise their skills. Staff check pupils' knowledge often. They use this information to make sure that pupils learn in the best way to help them make progress.

For instance, they use magnetic letters to help them spell words. Pupils learn that knowledge and communication are essential for their futures, and reading empowers them.

Leaders and staff identify and meet the needs of all pupils with special educational needs and/or disabilities (SEND) remarkably well.

All barriers to learning are reduced. This is achieved by highly trained staff, who keep detailed records of pupils. This enables all staff to understand pupils' needs and adapt the teaching support appropriately.

This approach is individualised and means that pupils with SEND achieve exceptionally well.

Pupils are quiet and ordered as they walk around the school. There is an atmosphere of calm throughout.

Pupils are self-disciplined and consistently show highly positive attitudes and commitment to their education. Their positive behaviour is notable.

Leaders have developed an extensive and highly effective approach to the personal development of pupils.

Pupils learn about a wide variety of exciting jobs that link to the subjects they learn. Staff aim high for the pupils, and this helps pupils to be highly aspirational. Each year, some pupils visit a university, meet some PhD students and write a university-style essay.

Pupils are excited about their futures and very well prepared for the next stages in their education.

Leaders, governors and the trust share the same consistent vision. Staff are well supported in their workload and well-being and value the collaborative work with other staff across the trust.

Staff appreciate this development of their skills and the support they get to develop as leaders.


The arrangements for safeguarding are effective.

Leaders and governors have precise systems to ensure that all required employment checks take place.

Leaders make sure that all staff are well trained in keeping pupils safe from harm. Staff understand what might be concerning and report this to the designated safeguarding leaders quickly. Staff receive regular feedback and guidance to make sure they know how best to help and check that pupils are safe.

Leaders work well with external groups to get help for pupils and their families.

Pupils learn how to stay safe in a wide range of situations, including fire safety. They also learn about how to stay safe online, including learning about online scams.

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