Giffards Primary School


Name Giffards Primary School
Website http://www.giffardsprimary.thurrock.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 07 March 2017
Address Queen Elizabeth Drive, Corringham, Stanford-le-Hope, Essex, SS17 7TG
Phone Number 01375672138
Type Primary
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 443 (54% boys 46% girls)
Number of Pupils per Teacher 19.9
Academy Sponsor Giffards Primary School
Local Authority Thurrock
Percentage Free School Meals 15.9%
Percentage English is Not First Language 4.5%
Persisitent Absence 7.5%
Pupils with SEN Support 20.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school converted to become an academy on 1 April 2014. It is a member of The Inspirational Learning Trust but operates as a stand-alone academy, managed by its own governing body. The school is much bigger than the average-sized primary school. There are two classes in every year group, from Year R to Year 6, and there are currently three classes in Year 1. Children join early years, full time, in the September after their fourth birthday. The headteacher is a local leader of education. The chair of the governing body is a national leader of governance. The school meets current floor standards. These are the minimum expectations, set by the government, for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school This is a good and improving school. The headteacher provides strong leadership and she is supported well by an experienced and effective senior leadership team. All groups of pupils make good progress in English and mathematics, and across a wide range of subjects. The quality of teaching is good and improving. Teachers plan well to meet the needs of individual pupils and this helps them to make good progress. Pupils’ behaviour is good, both in the classroom and during breaktimes. Very little learning time is lost as a result of disruptive behaviour. Assessment in subjects other than English and mathematics is not yet fully developed. Leaders do not have clear systems for tracking and monitoring the progress that pupils make. The early years provision is outstanding. From very low starting points, children make rapid progress during the Reception Year. The provision is extremely well led and managed and the quality of teaching in the early years classes is outstanding. Governors know the school well. They are effective in balancing the need to support the school with the requirement to hold leaders to account. Safeguarding is effective. There is very little bullying at the school and, when it does occur, it is dealt with promptly and effectively. The school’s new feedback and marking policy is not yet fully established throughout the school.