Horndon-On-the-Hill CofE Primary School

About Horndon-On-the-Hill CofE Primary School Browse Features

Horndon-On-the-Hill CofE Primary School


Name Horndon-On-the-Hill CofE Primary School
Website http://www.horndononthehill.org.uk
Ofsted Inspection Rating Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 01 July 2015
Address Hillcrest Road, Horndon-on-the-Hill, Stanford-le-Hope, Essex, SS17 8LR
Phone Number 01375673260
Type Primary
Age Range 2-11
Religious Character Church of England
Gender Mixed
Number of Pupils 246 (47% boys 53% girls)
Number of Pupils per Teacher 25.1
Academy Sponsor Osborne Co-Operative Academy Trust
Local Authority Thurrock
Percentage Free School Meals 4.7%
Percentage English is Not First Language 0.8%
Persisitent Absence 7.6%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Horndon-on-the-Hill is a smaller than average primary school. Most pupils are from White British backgrounds. The proportion of pupils supported by the pupil premium is well below average. The pupil premium is extra funding provided to help looked after children or pupils who are known to be eligible for free school meals. The proportion of disabled pupils and those who have special educational needs is below average. Year 6 pupils were not present during the inspection because they were visiting the secondary schools they would join in September. Children enter the Reception class on a full-time basis from the beginning of the academic year in which they are aged five. The new intake of next year’s Reception children was in school during the inspection. The school works in an informal partnership with two other Church of England primary schools in the area. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment by the end of Year 6.

Summary of key findings for parents and pupils

This is a good school. The headteacher, other senior leaders and governors have a clear vision for the school and provide it with strong leadership. The improvements they have made to the quality of teaching have brought about a rise in attainment in reading, writing and mathematics in both key stages and helped pupils to make good progress in all three subjects. Teaching is good throughout the school. Teachers and teaching assistants use their good questioning skills to encourage pupils to work problems out for themselves. Disadvantaged pupils make good progress. The gaps in attainment between these pupils and their classmates have narrowed in reading, writing and mathematics. Disabled pupils and those who have special educational needs make good progress because : teachers quickly identify their needs and provide them with good support. Leadership and teaching in the early years are very effective. Pupils are well behaved at all times and listen carefully to adults. They show respect for each other and those around them. Attendance has improved since the last inspection. It is now average and rising as a result of the rigorous efforts made by all staff and because : pupils enjoy coming to school. The school uses its good links with the local church and the community to promote pupils’ social, moral, spiritual and cultural education very effectively. The school ensures pupils are kept safe at all times. Governors are highly ambitious for the school and work well as a team with the headteacher and staff. They are well informed about the school’s work and have a clear understanding of their role in school improvement. It is not yet an outstanding school because : Marking is not yet consistently good across the school. In some classes, teachers do not give pupils clear guidance on how to improve their work and ensure that they act on it in their subsequent learning. Sometimes a few pupils, including the most able, lose concentration and their progress falters when the tasks set for them are not sufficiently interesting or demanding.