Little Thurrock Primary School

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About Little Thurrock Primary School

Name Little Thurrock Primary School
Ofsted Inspections
Mr Ian Broyd
Address Rectory Road, Grays, RM17 5SW
Phone Number 01375373586
Phase Academy
Type Academy sponsor led
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 661
Local Authority Thurrock
Highlights from Latest Inspection

What is it like to attend this school?

The school is at the heart of the local community. Pupils know this and enjoy coming to school to see their friends.

They are respectful and inclusive of everyone. Pupils and adults have strong relationships, which ensure that pupils have someone they can talk to in school. Pupils behave well and feel safe.

Pupils focus on their learning. They want to do well and know that their teachers have high expectations of them. Pupils contribute to class discussions and support each other with their learning.

They like to share their learning. However, in a few subjects, pupils achieve less well because the activities chosen are not as effective in ensuring that pupil...s learn the knowledge intended.

Pupils contribute to the community by raising money for charities as well as gathering donations that they take to the local food bank.

They visit local elderly people, whom they play games with and talk to. Pupils also extend and enhance what they learn in the curriculum. They attend cyber safety workshops, trips to Colchester Zoo and Kew Gardens.

Pupils perform for parents and attend various sporting competitions. Pupils talk fondly of these experiences, which they remember because they bring their learning to life.

What does the school do well and what does it need to do better?

The school's curriculum is ambitious and well thought through.

It ensures that pupils build on their learning, starting from the early years. Plans are clear about what pupils should have learned before they move on to the next topic. However, teachers do not always choose the most appropriate activity for the intended learning.

Also, in a few subjects, some staff do not have detailed knowledge of the topic to be able to extend pupils' learning even further. Therefore, pupils do not always learn as well as they could.

Staff check what pupils have learned in mathematics and phonics regularly so that they can ensure that pupils have the secure knowledge they need before they progress with their learning.

However, staff are not checking pupils' learning in a few foundation subjects. Therefore, it is harder for leaders to see how well pupils are learning.

The school identifies pupils with special educational needs and/or disabilities (SEND) quickly and effectively.

Many pupils with SEND access the same learning as their peers due to the careful adaptations that the school puts in place for them. Some pupils with SEND receive a more personalised approach following advice from external agencies. Staff have had specific training to ensure that pupils with SEND get the support that they need.

This ensures that pupils with SEND make progress across the curriculum.

Pupils enjoy reading. They start to learn phonics as soon as they join the school and they soon become fluent readers.

Staff are well trained to ensure that pupils make progress. Staff give pupils extra support when needed. Pupils take their reading books home so that they can practise using their phonics knowledge.

Pupils enjoy listening to stories, sharing books and working together to read books and earn rewards. They enjoy reading and see it as a calming time and, therefore, use it that way when they need to.

Pupils behave well around the school.

They are sensible and considerate of others. The school introduced a new behaviour policy that ensures that everyone is clear on the expectations of pupils and how staff will manage behaviour.

The school ensures that pupils learn about the world around them.

Pupils learn why they should be accepting of differences and of the need for all to feel equal. This is supported by an assembly programme that includes women in society, British values and different religious festivals. Pupils value the leadership opportunities that they have open to them.

These include house captains, school council, road safety, sports and well-being ambassador roles. These roles help pupils to support each other and contribute to them being safe and happy.

The school has been through a considerable amount of change over the past few years.

These changes have been carefully managed and considered to ensure the best for the school community, which has been exceptionally supportive throughout. The school considers staff's well-being and workload when introducing new initiatives. As a result, the school has made considerable progress in a short space of time.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• There is a lack of consistent practice in the delivery and checking of learning in a few foundation subjects. Staff sometimes plan and teach activities that do not focus on the knowledge leaders intend pupils to learn.

As a result, pupils are not learning and remembering as much as they could. The school should ensure that teachers choose activities that are effective in helping pupils learn the knowledge identified in these curriculum plans. The school should also check that the curriculum is being taught and assessed as intended in these subjects.

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