|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||09 January 2018|
|Address||Dagenham Road, Dagenham, Essex, RM10 7UR|
|Religious Character||Does not apply|
|Number of Pupils||1151 (52% boys 48% girls)|
|Number of Pupils per Teacher||14.5|
|Local Authority||Barking and Dagenham|
|Percentage Free School Meals||24.1%|
|Percentage English is Not First Language||43.4%|
|Pupils with SEN Support||12.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Eastbrook is a school for pupils aged three to 19. The proportion of pupils known to be eligible for free school meals is high. The proportion of pupils from minority ethnic groups is well above average. The proportion of pupils who speak English as an additional language is well above average. The proportion of pupils who receive SEN support is above average. The proportion of pupils who join the school other than at the usual times is well above average. Fifteen pupils study vocational courses off-site at Havering Business Education Partnership. The sixth form operates within the North East Consortium, which is a partnership of three school sixth forms: Eastbrook School, All Saints Catholic School and Robert Clack School of Science. Sixteen pupils with additional speech, language and communication needs attend the school’s additional resource provision (ARP). A further 12 pupils attend a second ARP for social, emotional and mental-health issues. The school meets the current floor standards set by the government.
Summary of key findings for parents and carers and pupils
This is a school that requires improvement Leaders and governors are over-generous in their self-evaluation of the school. There is too much variability in the quality of teaching and outcomes for pupils. The school’s strategy to improve outcomes for the most able pupils is not effective enough. Teachers do not provide sufficient challenge and support. Most-able pupils do not make the progress of which they are capable. The new assessment system for monitoring pupils’ progress is not embedded. It is not giving leaders accurate information about pupils’ progress from their starting points, including that of the most able pupils. Teachers do not consistently apply school policies. This includes behaviour management and giving guidance to pupils on their work. Teachers do not have consistently high enough expectations of the quality and presentation of pupils’ work. In the primary phase, the curriculum remains underdeveloped. As a result of weaknesses in teaching over time, pupils are not making good or better progress in a wide range of subjects. In the early years, children’s work is not assessed thoroughly. Children are not achieving good outcomes in reading, writing and mathematics from their different starting points. The behaviour of pupils when unsupervised outside lessons is variable. Pupils’ attendance and punctuality are not as good as they should be, especially in the secondary phase. The school has the following strengths The sixth-form provision is good. Students achieve well and move on successfully to employment, training or higher education. Pupils who have complex special educational needs (SEN) and/or disabilities are cared for well in the specialist provision. They make good progress as a result. New leadership of the primary phase has brought about improvements which are beginning to have an impact on pupils’ progress. More effective middle leaders are now driving improvements in the quality of teaching, particularly in English.