Marks Gate Infants’ School Closed

About Marks Gate Infants’ School Closed Browse Features

Marks Gate Infants’ School Closed

Name Marks Gate Infants’ School Closed
Ofsted Inspection Rating Good
Inspection Date 09 January 2019
Address Lawn Farm Grove, Chadwell Heath, Romford, Essex, RM6 5LL
Phone Number 02082704448
Type Primary
Age Range 3-7
Religious Character Does not apply
Gender Mixed
Number of Pupils Unknown
Local Authority Barking and Dagenham
Percentage Free School Meals 24.2%
Pupils with SEN Support 14.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Since the previous inspection in September 2016, the school has had several changes in staffing and leadership. Marks Gate Infants’ School is larger than the average-sized infant school. The majority of pupils are from a White British background, with pupils from any other White background forming the next sizeable ethnic group. The proportion of pupils who speak English as an additional language is well above the national average. The proportion of pupils eligible for the pupil premium is above the national average. The proportion of pupils with SEND is above the national average. The proportion of pupils who have an education, health and care plan is in line with the national average.

Summary of key findings for parents and pupils

This is a good school The executive headteacher conveys a clear vision for her school, saying, ‘Children are at the heart of what we do.’ The leadership team has largely addressed the areas for improvement since the previous inspection. The recently established governing body is very well informed and provides effective support and challenge to leaders. Governors have an insightful understanding of their role. Together with committed governors, senior leaders have created a school where teaching is strong, curriculum provision is effective and pupils achieve well. After a period of turbulence following the previous inspection, leaders have raised expectations of what pupils should and can achieve. As a result, pupils’ outcomes have improved. The quality of teaching and assessment is good. Teachers have good subject knowledge. However, pupils do not consistently apply their skills of spelling, punctuation and grammar in their writing. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) are making good progress. Staff ensure that all pupils are valued and feel safe. Children settle quickly into the early years. Their progress is steadily improving because : teaching is now effective and leadership is strong. The outdoor provision does not match the effective indoor provision. Improvements in the teaching of phonics mean that pupils have secure early reading skills. Pupils behave well and show good attitudes to learning. They are well mannered, respectful and kind to each other. Pupils who spoke with inspectors said they always feel safe and enjoy coming to school. The school has appropriate systems to ensure pupils’ welfare. Procedures for safeguarding pupils are effective. The curriculum is broad and balanced and is enhanced by visiting speakers and a range of trips and visits. British values are fostered well. Despite some successes as a result of leaders’ extensive actions, attendance remains below the national average. Leaders rightly continue to focus on promoting good attendance for all pupils, including those who are persistently absent.