Lambourne Primary School

Name Lambourne Primary School
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.
Address Hoe Lane, Abridge, Romford, RM4 1AU
Phone Number 01992812230
Type Academy
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 210 (46.7% boys 53.3% girls)
Number of Pupils per Teacher 19.3
Academy Sponsor Epping Forest Schools Partnership Trust
Local Authority Essex
Percentage Free School Meals 10%
Percentage English is Not First Language 1.9%
Persisitent Absence 4.2%
Pupils with SEN Support 10.6%
Catchment Area Information Available Yes
Last Distance Offered Information Available No
Highlights from Latest Full Inspection
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Information about this school

The school is smaller than the average-sized primary school. Most pupils are White British and a few pupils have English as an additional language. The proportion of pupils who attract the pupil premium (additional government funds for pupils known to be eligible for free school meals or who are in the care of a local authority) is slightly below average. The proportion of disabled pupils and those with special educational needs who are supported through school action is below average, while the proportion supported at school action plus or with a statement of special educational needs is average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics. There is a before- and after-school club that is managed by the governing body.

Summary of key findings for parents and pupils

This is a good school. Pupils’ achievement throughout the school has improved and is now good. They make quick progress in reading, writing and mathematics and reach above average standards by the end of Year 6. Teachers have good subject knowledge, have a clear picture of the levels being reached by their pupils and help pupils do their best. Lessons are interesting because teachers make good use of computers to stimulate pupils’ learning. Additional support in the classroom for small groups or individuals helps pupils to achieve well. Pupils’ behaviour is good. They are keen to learn and participate enthusiastically. Attendance has risen and is now above average. The school provides a caring and supportive environment and pupils say that they feel secure and very safe. The headteacher, governors and other key leaders provide effective leadership in promoting good achievement for pupils and developing teaching. The governing body uses a range of information to know the school well and provides a good level of challenge and support to senior school leaders and staff. It is not yet an outstanding school because : Marking does not consistently show pupils the next steps they need to take to improve their work. Teachers do not always make sure that pupils act on the advice they are given through marking. Progress in mathematics is not as rapid as it is in English because pupils’ skills at solving mathematical problems are not fully developed and there are limited tasks that encourage mathematical investigation.