Earls Hall Primary School

Name Earls Hall Primary School
Website http://www.earlshallprimary.co.uk
Ofsted Inspection Rating Good
Inspection Date 26 June 2018
Address Carlton Avenue, Westcliff-on-Sea, Essex, SS0 0QN
Phone Number 01702333360
Type Primary
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 631 (49% boys 51% girls)
Number of Pupils per Teacher 22.1
Local Authority Southend-on-Sea
Percentage Free School Meals 7.8%
Percentage English is Not First Language 23.1%
Persisitent Absence 6.5%
Pupils with SEN Support 9.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Earls Hall Primary School is an amalgamation of infant and junior schools where the junior school was enlarged to become an all-through primary school. The primary school retains the registration number of the former junior school, which was last inspected in June 2013. This is the first inspection of the new primary school, which opened on 1 September 2015. Earls Hall is larger than the average-sized primary school. The proportion of disadvantaged pupils is lower than the national average. The proportion of pupils with a statement of special educational needs or an EHC plan is above the national average. Most pupils are of White British background. The school meets the government’s current floor standards. These are the minimum expectations for pupils’ progress and attainment.

Summary of key findings for parents and pupils

This is a good school The headteacher has high expectations for staff and pupils and provides strong leadership. Leaders have created an inclusive environment. They provide a wide range of learning opportunities that help pupils develop into confident and well-rounded learners who thrive. They are well prepared for the next stages of their education. Leaders have developed a rich, creative curriculum that engages pupils’ interests and inspires them to learn. Governance is a significant strength of the school. Governors bring good levels of knowledge and experience and hold school leaders to account effectively. Teaching across the school is of a consistently good standard and some is highly effective. Teachers have secure subject knowledge and typically use assessment well to plan next steps in pupils’ learning. Good leadership of early years ensures that children achieve well and make a good start in their education. Pupils are well cared for. They are respectful of one another. Pupils work well together in their classes and enjoy playing together outside lessons. Consequently, pupils are happy at school and their attendance is good. Not all teachers use questioning effectively to challenge pupils’ thinking and gain an understanding of what pupils are learning. This slows the progress pupils make, especially the most able pupils. Assessment in the wider curriculum other than English and mathematics is not fully embedded. This means that leaders of other subjects do not have an accurate picture of pupils’ progress. Leaders do not set targets that are ambitious for some groups of pupils. Consequently, too few middle prior-attaining pupils attain greater depth from their starting points. Teachers do not insist that pupils’ handwriting is formed carefully and that they present written work that is legible and of a consistently high quality. A large majority of parents and carers say that pupils are well behaved at school. However, some parents are not confident about how effectively leaders tackle poor behaviour. Th