Eastbrook School

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About Eastbrook School

Name Eastbrook School
Website http://www.eastbrookschool.org
Ofsted Inspections
Headteacher Mr Tony Roe
Address Dagenham Road, Dagenham, RM10 7UR
Phone Number 02037803609
Phase Other
Type Community school
Age Range 3-19
Religious Character Does not apply
Gender Mixed
Number of Pupils 1158
Local Authority Barking and Dagenham
Highlights from Latest Inspection

What is it like to attend this school?

Leaders are determined to continually improve this successful community school. The school is a calm place where all staff are focused on success and aspiration. Leaders ensure that pupils are safe and happy.

Subject leaders have put a broad and ambitious curriculum in place. Staff consider carefully how to ensure that pupils learn and remember important knowledge. They know pupils well and work hard to support their academic development.

Most pupils are positive about their learning.

Leaders and staff have embedded a culture of high expectations. Pupils get rewarded for behaving well.

There is very little disruption to learning. Pupils behave sensib...ly around the school. They spoke positively about the improvements that leaders have made to the school.

Leaders provide many opportunities for pupils to take on responsibilities. For example, pupils lead focus groups on topical issues such as diversity. Leaders listen to pupils.

They act quickly to address any concerns they raise. On the rare occasions when bullying occurs, staff deal with it effectively.

Leaders promote pupils' personal development.

They have set up a 'character curriculum'. Through this, they aim for all pupils to be kind and resilient. They teach pupils about respecting other people.

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

Leaders have designed a curriculum that all pupils can access. Curriculum plans identify the important knowledge that pupils need to learn and remember. Teachers break this knowledge down and teach it in small, logical steps.

Leaders ensure that teachers have strong subject knowledge.

Teachers use the school's phonics programme consistently to help pupils learn to read. They make sure that books match the sounds that pupils have learned.

Leaders have embedded a positive culture of reading from the primary phase all the way through to the secondary school. Pupils enjoy their library lessons. In all parts of the school, staff identify and deliver reading sessions for pupils who need further help to catch up.

Throughout the school, pupils study a wide range of subjects. Leaders make sure that pupils study subjects in depth for as long as possible. They have put measures in place to encourage more pupils to continue their study of modern foreign languages, history and geography after Year 9.

Subject leaders use assessment effectively to check how well pupils have understood and remembered previous learning. Teachers address any gaps in pupils' knowledge. For example, English lessons typically include an activity to check if pupils have remembered the important knowledge needed for each lesson.

These checks support all pupils, particularly those who have joined the school at different points during the school year. Teachers expect a lot from pupils, regardless of their starting points. Teachers provide many opportunities for pupils to discuss the topics they are studying.

The curriculum is planned to help pupils to know and use subject-specific vocabulary accurately. However, in some instances, teachers do not routinely encourage pupils to use this subject specific vocabulary when they answer questions or discuss their learning.

Leaders work together closely across the primary and secondary schools.

They know pupils well. Leaders encourage teachers to share their expertise and resources. For example, in physical education, pupils at the primary school benefit from teaching and resources provided by teachers who work in both parts of the school.

Science leaders work together across both schools to plan and deliver lessons. This way of working helps them to use their subject expertise to help pupils build up their learning securely.

Staff make sure that all pupils with special educational needs and/or disabilities access the full curriculum.

Teachers know and support their individual needs. Pupils who use the resourced provisions achieve well. Staff provide these pupils with the help they need to learn effectively.

Staff follow the school's procedures for managing pupils' behaviour. Leaders react quickly to incidents. Pupils spoke positively about behaviour in the school.

They said it has improved. Learning is rarely disrupted.

Teachers teach all pupils 'character education' through the personal, social, health and economic education curriculum and through other subjects.

Pupils learn about differences, mutual respect and tolerance. Leaders encourage pupils to be kind and work together. For example, pupils in Year 11 volunteer to read with pupils in Year 7.

At all stages, pupils receive helpful information about careers education and guidance about their next steps. Pupils appreciate this timely support.

Governors and representatives of the local authority work closely with leaders to further improve pupils' quality of education at all stages.

Leaders engage with staff closely and take staff workload seriously. Staff feel well supported.


The arrangements for safeguarding are effective.

Leaders are alert to the potential risks pupils might face outside school, including the dangers related to gang and knife crime. Pupils feel safe and supported. They are taught how to stay safe online and are alert to the dangers they may face outside school.

Through the curriculum, staff teach pupils how to understand and manage risks.

Staff are vigilant about pupils' needs. They care about pupils' well-being.

Staff know how to report concerns. Where needed, leaders work effectively with external agencies to get pupils the help they need.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The curriculum is planned effectively to develop pupils' knowledge and use of subject-specific vocabulary.

However, sometimes, in Years 7 to 11, teachers do not routinely expect or encourage pupils to use this subject-specific vocabulary accurately. This sometimes limits pupils' subject knowledge and affects their ability to answer questions in detail. Leaders need to ensure that teachers make the most of opportunities to develop pupils' use of the subject-specific vocabulary that they have been taught.

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