Eastbury Community School

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About Eastbury Community School

Name Eastbury Community School
Website http://www.eastbury.bardaglea.org.uk
Ofsted Inspections
Executive Headteacher Ms Sharon Gladman
Address Hulse Avenue, Barking, IG11 9UW
Phone Number 02085074500
Phase Other
Type Community school
Age Range 3-19
Religious Character Does not apply
Gender Mixed
Number of Pupils 2160
Local Authority Barking and Dagenham
Highlights from Latest Inspection


Eastbury Community School continues to be a good school.

What is it like to attend this school?

Pupils are proud to be part of this inclusive community where people respect and care for each other. They appreciate the support they receive from staff if they have a concern.

If bullying happens, staff work with pupils to resolve any issues quickly. This is supported by a 'peer mediation' scheme, where older pupils support younger ones.

Leaders are ambitious for all pupils to achieve well.

There are clear links across subjects from the primary into the secondary phases of the school. Pupils study a broad range of subjects. Staff help pupils to do their best and liste...n to what they have to say in lessons.

The school takes effective steps to address behaviour that does not meet its high expectations. Pupils conduct themselves well and enjoy their time at school. Low level disruption in lessons is rare.

Pupils value the opportunities that they have to work with leaders to further improve the school, for example through the school council. Older pupils, and students in the sixth form, help pupils in the primary phase with their reading. Pupils benefit from a range of extra-curricular clubs, both at lunchtime and after school.

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

The school has an ambitious and well-designed curriculum. In the early years, children learn well across all areas of learning. Staff maximise opportunities to promote children's language and communication skills.

The school thinks carefully about the subject content pupils need to know and when. Staff across all phases work closely to ensure that pupils are well prepared for the next stage of their education. In the sixth form, students choose from a wide range of courses.

Leaders and governors know the school's strengths and areas for development well. For example, they are taking effective action to increase the proportion of pupils who choose to study a modern foreign language at GCSE. This is because the number of pupils entered in subjects that make up the English Baccalaureate is lower than the national average.

The curriculum is well planned to help pupils build up knowledge over time. Teachers provide pupils with the chance to recall and apply their previous learning. For example, in science, pupils were able to use their learning related to the digestive system studied in Year 4 when describing the function of organs in Year 8.

In mathematics, pupils in Year 7 converted from fractions to decimals by referring to their work in Year 6 when they multiplied and divided fractions.

Staff make careful checks on what pupils have learned and help pupils understand how to improve their work. Teachers use questioning well and encourage pupils to engage in discussion and debate.

For example, in science, sixth-form students were encouraged to express their opinions using subject-specific vocabulary. Pupils benefit from teachers' strong subject knowledge. Staff, including early career teachers, said that leaders have carefully considered their workload and well-being.

They value the many opportunities to improve their professional practice.

A structured phonics programme starts as soon as pupils have settled into Reception and continues into Years 1 and 2. Pupils read books that are carefully matched to the sounds that they need to learn.

The school has recently introduced a new approach to teaching phonics. This programme is not fully embedded and there is some inconsistency in how it is delivered.

The school encourages pupils to develop a love of reading and pupils are enthusiastic about reading.

They like using the 'book bus' in the playground and the well-stocked school library. Younger pupils particularly enjoy the books that are read to them daily by their teachers. Pupils who struggle with reading are supported to catch up quickly.

The school ensures that pupils with special educational needs and/or disabilities (SEND), including those who attend the specially resourced provision, receive the support they need. This starts with accurate and swift identification of pupils' needs and starting points. Staff are well trained and supported to ensure that pupils with SEND access the same ambitious curriculum as their peers wherever possible.

Pupils behave well in lessons. This has a positive effect on their learning. The school has established clear routines, which results in a calm and purposeful learning environment.

Pupils are taught to look after their physical and mental health and learn how to keep themselves safe. While most pupils attend school regularly, a small proportion of pupils do not attend as often as they should. The school is taking steps to increase attendance and working with families that need additional support.

Pupils receive a comprehensive careers programme. For example, the school has links with a range of employers to help pupils learn about different careers. Older pupils learn about further education, technical pathways and apprenticeships.

Pupils in Year 10 and Year 12 are supported to find work experience placements. They are well prepared when making choices for the next phase of learning. Many parents and carers are positive about the school.

However, some parents are dissatisfied with the lack of clear communication from the school.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has recently implemented a new approach to the teaching of phonics.

There are some inconsistencies in how this phonics programme is delivered, which affects how well pupils learn. Leaders should ensure that all staff have the support and training they need to teach phonics consistently well. ? While many parents are supportive of the school, some raised concerns about the level of communication with parents.

This means that some are unclear about decisions being made by the school. Leaders should continue their work to improve communication with parents.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be good in July 2018.

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