Eastwood Primary School & Nursery

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About Eastwood Primary School & Nursery

Name Eastwood Primary School & Nursery
Website http://www.eastwoodprimaryschool.co.uk/
Ofsted Inspections
Mrs Rebecca Perman
Address Rayleigh Road, Leigh-on-Sea, SS9 5UT
Phone Number 01702525137
Phase Primary
Type Foundation school
Age Range 3-11
Religious Character None
Gender Mixed
Number of Pupils 465
Local Authority Southend-on-Sea
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are very happy at this large, warm and welcoming school. They demonstrate positive attitudes to each other, staff and visitors. They look out for each other and enjoy the roles they have to help the school community, such as being play leaders or part of the artisan group.

The supportive relationships that pupils build between each other and with staff help them to feel safe.

Leaders are ambitious for what pupils can achieve. These ambitions are realised by pupils with the help of their teachers.

Pupils are keen to learn and they work hard. Pupils achieve well across a range of subjects.

The school's ethos of 'Nurture.

Grow. Achieve' ...is demonstrated in the range of opportunities available to pupils. Many pupils consider this to be the best part of the school.

There are a range of clubs and activities available to them, including parkour, gymnastics, gardening and circus club. These take place before school, at lunchtimes and after school. Everyone has the chance to participate.

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

Leaders have identified ambitious end points for pupils to achieve and have constructed a curriculum that is well sequenced to reach these. Leaders have broken down the curriculum into 'learning steps'. These are the building blocks of knowledge that pupils need to learn at each stage.

In most instances, these are precise. However, in a few subjects they are not precise enough. This can make it difficult for teachers and leaders to check how well pupils are progressing through the curriculum.

Staff have high expectations for all pupils. Teachers plan lessons that build on what pupils already know. They use a range of approaches to help pupils practise applying their knowledge.

Important subject content is regularly reviewed to ensure pupils remember it long term. Pupils with special educational needs and/or disabilities are helped to access the same curriculum as their peers and achieve well.

Leaders have made reading a priority.

Pupils are passionate about the books they are reading. They value the opportunities they have to experience new books, such as regular visits to the local library. Teachers make reading interesting.

They read to their classes regularly with enthusiasm and pupils listen attentively.

Leaders have recently changed the approach to teaching phonics to ensure there is a single programme that starts in nursery. Teachers are well trained in the programme and teach phonics effectively.

Teachers regularly check how well pupils are progressing with their phonic knowledge. Pupils practise reading with staff at times other than phonics lessons. Some staff who help pupils with this do not always use effective strategies or help pupils draw on their phonic knowledge to break down words.

This does not help pupils read as well as they could.

Children in Reception and the nursery are happy and enjoy their learning. Changes to the early years curriculum this year have placed a greater emphasis on key texts.

This is helping to connect the different areas of learning together and enable children to build on their experiences incrementally. There are clear routines in the early years. These are helping children to behave well.

Pupils demonstrate positive behaviour in their classes and around the school. They are kind to their friends and welcoming to visitors. During breaktimes and lunchtimes, adults help pupils to behave in a calm and polite way.

This means that pupils wait patiently to take turns and clean up or tidy away after themselves. Pupils know that if they have any worries or concerns there are trusted adults who will help them.

Leaders have designed an exceptional programme for pupils' personal development.

This starts in the curriculum, where pupils develop the knowledge they need to be positive citizens and to consider their future aspirations. Outdoor learning is a key part of the curriculum and provides opportunities for pupils to explore different interests. The range of clubs, activities and trips is comprehensive.

There is always something for pupils to do at different times of the day. Leaders actively encourage and help all pupils to be part of these opportunities. As a result, they are well attended.

Staff are happy and proud to work at this school. Leaders are considerate of staff's well-being and include staff in decisions that might affect their workload. Recent changes to assessment procedures have been welcomed by staff.

Governors have a good overview of the school's strengths and areas for development. They challenge and help leaders to make improvements effectively.


The arrangements for safeguarding are effective.

There is a strong culture of safeguarding at the school. Staff are well trained and place great importance on the safety of pupils. Leaders take swift action to deal with safeguarding concerns and make appropriate referrals to the local authority.

They are tenacious in following up concerns.

Pupils feel safe at school and are taught how to recognise and respond to dangers in their lives or online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some adults who help pupils with their reading are not trained well enough.

This means that they use ineffective reading strategies with pupils or do not encourage them to use their phonic knowledge to break down words. This is not helping some pupils to read as well as they could. Leaders should ensure that all staff are well trained in the new phonics programme.

• In a few areas of the curriculum, the key knowledge that pupils need to learn is not broken down precisely enough. This can make it difficult for teachers and leaders to check how well pupils are progressing through the curriculum. Leaders should continue to refine the curriculum and their approaches to assessment.

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