|Name||Mead Primary School|
|Ofsted Inspection Rating||Good|
|Address||Amersham Road, Harold Hill, Romford, RM3 9JD|
|Religious Character||Does Not Apply|
|Number of Pupils||688 (48.5% boys 51.5% girls)|
|Number of Pupils per Teacher||22.3|
|Percentage Free School Meals||29.8%|
|Percentage English is Not First Language||34.8%|
|Pupils with SEN Support||3.5%|
|Catchment Area Information Available||Yes|
|Last Distance Offered Information Available||No|
Highlights from Latest Full Inspection✝
✝There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
The school does not meet requirements on the publication of information about pupil premium and primary physical education and sport funding expenditure for the academic year 2015/2016 and its impact. Information on the website details the previous year. The school federated with Broadford Primary School on 1 July 2016. Broadford Primary School was judged an outstanding school in 2014. The executive headteacher oversees both schools. Each school has a headteacher in post. There is a new governing body formed from both schools. The senior leadership team in Mead Primary has been restructured. The school is much larger than most primary schools nationally. There are three classes in each year group, except in Year 6 where there are two. The proportion of pupils supported by the pupil premium is almost twice the national average. The proportion of pupils who have special educational needs and/or disabilities is similar to that found in most schools. The school has specialist provision for up to 10 pupils with speech, language and communication difficulties from Reception to Year 4. Less than one fifth of pupils speak English as an additional language. This is in line with the national average. When children enter the school, a third speak no English. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school Strong leadership from the executive headteacher and headteacher, ably supported by other leaders and governors across the federation, has driven rapid improvement in key areas of the school’s work. Governors and leaders have tackled previously weak teaching with robust efficiency. Governors ask challenging questions of senior leaders and make a valuable contribution to moving the school forward. Pupils rise to teachers’ expectations and benefit from the good teaching that they receive throughout the school. Teachers’ subject knowledge is good and they check on pupils’ learning regularly. Pupils make exceptional progress in reading. Pupils are adept at reading more difficult words as they are taught reading strategies well. Young pupils gain confidence quickly and discuss their reading with enthusiasm. The most able pupils make good progress throughout the years and across the range of subjects. Disadvantaged pupils and those who have special educational needs or disabilities make good progress from their starting points. They are supported well. Children get off to a good start in the Reception classes, where they quickly settle in and become confident learners. Pupils behave well because that is what is expected of them at all times. They listen carefully to both teachers and teaching assistants, follow instructions quickly and work hard. Around the school, pupils are both polite and sensible. There is almost no bullying or unkindness because pupils are respectful to others. Parents speak highly of the school. Almost all parents agree that their children are well looked after. Staff support pupils’ personal development and welfare very effectively. As a result, pupils enjoy going to school and have positive attitudes to learning. While progress is good for pupils currently in the school, it is not as strong in mathematics as it is in reading or writing. On occasion pupils repeat exercises when they have mastered them. Pupils are not always challenged to think more deeply and practise their reasoning skills. Number work in Reception classes can be too easy for the most able children.