Henry Green Primary School

Name Henry Green Primary School
Website http://www.henrygreen.org.uk/
Ofsted Inspection Rating Good
Address Green Lane, Dagenham, RM8 1UR
Phone Number 02082704466
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 470 (51.5% boys 48.5% girls)
Number of Pupils per Teacher 18.9
Local Authority Barking and Dagenham
Percentage Free School Meals 20%
Percentage English is Not First Language 60.6%
Persisitent Absence 9.9%
Pupils with SEN Support 13.9%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (16 November 2016)
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Information about this school

The school meets requirements on the publication of specified information on its website. The school is larger than the average primary school. Pupils come from a wide range of ethnic backgrounds, with around a third being White British. The other main ethnic groups are Pakistani, Black African and Eastern European. Around two thirds of pupils speak English as an additional language and this proportion is well above the national average. Children in the early years provision attend school part time for mornings or afternoons in the Nursery and then full time in the two Reception classes. The proportion of pupils who have special educational needs and/or disabilities is slightly below the national average. The proportion who have an education, health and care plan is below average. The proportion of disadvantaged pupils supported by the pupil premium funding is above the national average. The school collaborates with a local cluster of eight schools. The school meets the government’s current floor standards, which set out the minimum expectations for pupils’ attainment and progress in Year 6. There has been a high turnover of senior leaders and staff since the previous inspection in November 2014.

Summary of key findings for parents and pupils

This is a good school Leaders have tackled the areas for improvement identified at the previous inspection with determination. All areas have improved substantially. Further improvements have also been secured. Leadership capacity has been strengthened. Senior and middle leaders monitor the quality of teaching and pupil progress rigorously. They provide good professional development, training and support for all staff. The quality of teaching, learning and assessment has improved and is now good. It is securing better rates of progress for all groups of pupils. Governors are effective and hold all leaders fully to account for their work. They are unwavering in their drive for improvement. Pupils make exceptionally strong progress in writing from their different starting points. In addition, most groups of pupils make good progress in mathematics across the school. Work to ensure that all groups of pupils achieve well in reading is beginning to speed up progress in this subject. Leaders recognise that this still needs to improve. Younger pupils often make rapid progress in their reading as a result of excellent phonics teaching. Achievement in the early years is good. The proportion of children who achieve a good level of development has risen over the last three years. In 2016 it was well above average. Pupils behave well. Their attitudes to work and enthusiasm for learning are exemplary. Pupils feel safe in their school and respect its values. The most able pupils, including those who are also disadvantaged, do not make rapid enough progress in mathematics. This is because they are not given sufficiently challenging work and do not get enough opportunities to practise their skills across different subjects.