|Name||Essex Primary School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||27 March 2019|
|Address||Sheridan Road, Manor Park, London, E12 6QX|
|Religious Character||Does Not Apply|
|Number of Pupils||961 (51% boys 49% girls)|
|Number of Pupils per Teacher||19.4|
|Percentage Free School Meals||10.5%|
|Percentage English is Not First Language||94.5%|
Information about this school
The school is larger than the average-sized primary school. During the school’s last section 8 inspection, the school demonstrated strong practice and marked improvement in specific areas. The school’s last section 5 inspection took place in January 2014, when it was judged to be good. The executive headteacher works for three days at the school. The headteacher works at the school full-time. The school operates a resource-based provision catering for the needs of thirteen pupils with autism. These pupils are in mainstream lessons for their learning. The proportion of pupils who are disadvantaged is similar to the national average. In upper key stage 2, the proportion of disadvantaged pupils is significantly above average. The majority of pupils are from an Asian or Asian British background. The proportion of pupils who speak English as an additional language is above average. The proportion of pupils with SEND is similar to the national average. The proportion of pupils with an education, health and care (EHC) plan is below the national average. However, a larger than average proportion of pupils have complex needs.
Summary of key findings for parents and pupils
This is an outstanding school Leaders have improved the school significantly since the last inspection. The school now provides an excellent standard of education. Staff, governors, parents and pupils work together to form an inclusive community where pupils excel. Leaders foster pupils’ aspirations for the future exceptionally well. Pupils are encouraged to take responsibility and play a useful role in society. They are extremely well prepared for life in modern Britain. Pupils with special educational needs and/or disabilities (SEND) receive excellent support. Leaders’ oversight and provision for pupils with complex needs is first-rate; these pupils are fully included in school life. Middle leaders provide substantial oversight of their roles and responsibilities. As a result, the quality of teaching, learning and assessment across different subjects is consistently high. Parents and carers are highly positive of the wide variety of opportunities that pupils receive. As one parent said, ‘They teach fabulously, look after the children, and are simply ace at what they do.’ The rich curriculum makes an excellent contribution to pupils’ spiritual, moral, social and cultural development. Pupils’ behaviour and attitudes to learning are highly developed. They behave very positively at all times. Teachers’ expectations of pupils’ progress and conduct are high. They plan exciting lessons underpinned by very strong subject knowledge. As a result, pupils achieve highly and are deservedly proud of their work. Pupils, including disadvantaged pupils, attain highly across the curriculum. They make substantial progress in writing, mathematics and French, for example. Pupils leave the school very well prepared for their secondary education. Children in the early years make good progress. They make good progress in their development, and are well prepared for Year 1. Adults do not routinely deepen children’s thinking during their interactions with them.