Mountnessing Church of England Primary School

About Mountnessing Church of England Primary School Browse Features

Mountnessing Church of England Primary School


Name Mountnessing Church of England Primary School
Website http://www.mountnessing.essex.sch.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 23 March 2011
Address 279 Roman Road, Mountnessing, Brentwood, Essex, CM15 0UH
Phone Number 01277353160
Type Primary
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 96 (54% boys 46% girls)
Number of Pupils per Teacher 20.8
Academy Sponsor Mid Essex Anglican Academy Trust
Local Authority Essex
Percentage Free School Meals 6%
Percentage English is Not First Language 7.3%
Persisitent Absence 16.5%
Pupils with SEN Support 6.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

This is a much smaller than average Church of England primary school serving a semi-rural area on the edge of Brentwood. There are four classes comprising a single-age Reception class of seven children, and three mixed-age classes for Year 1 and 2 pupils, Year 3 and 4 pupils and Year 5 and 6 pupils. The majority of pupils come from White British backgrounds and none have English as an additional language. A number of pupils attending the school come from a semi-permanent settlement of Travellers of Irish heritage. Numbers of pupils with special education needs and/or disabilities are low when compared to those found nationally, although there is a higher proportion of pupils with statements of special educational needs than usually found. The school has undergone significant staffing turbulence in the past three years. It is currently being led by its fourth headteacher (interim), pending the appointment of a substantive headteacher. The school has gained a number of awards including being a designated Forest School. There is an on-site pre-school provision which is not managed by the school and which is inspected separately.

Main findings

Mountnessing is a good school. It provides good quality education for it pupils. Relationships are exemplary and pupils are unanimous that they greatly enjoy school, evidenced in the high attendance levels. Behaviour is outstanding in all aspects of work and play. Pupils get on very well with each other and work together happily. Older pupils take great care of the younger pupils through the family groupings, and this is highly valued by parents and carers. Pupils are extremely accepting and thoughtful towards those who are different or less fortunate than themselves. The inclusive nature of the school has ensured that there have been no exclusions in recent years and incidents of racism and bullying are extremely rare. Pupils’ very positive attitudes to learning contribute strongly to the purposeful and happy atmosphere which pervades the school. Staff are excellent role models and pupils say that their teachers are kind and help them to learn. Adults value highly all groups of pupils and treat them with great respect as individuals. This is contributing strongly to helping pupils learn to be polite and show respect for others. Pupils show an outstanding appreciation of how to keep safe. For example, they quickly respond to the pre-school’s gate being left open at home time, showing their concern that very young children might easily rush off down the lane. Healthy choices from the lunch menu and healthy lunch boxes show pupils’ good understanding as to why they need a balanced diet, as does their good uptake of the sporting activities offered. Pupils’ spiritual, moral, social and cultural development is also particularly well developed because these aspects are given high priority throughout the curriculum and are strongly reflected in pupils’ attitudes and behaviour. The excellent partnership with the Church, along with effective links with parents and carers, other schools and agencies all contribute to pupils’ good learning and personal development. While pupils’ contribution to the school community is strong, their contribution to the wider community is less well established. Good teaching, well-focused support and a rich curriculum encourage pupils to be positive learners. They are now making up for disrupted learning during the period of staff turbulence. Although progress is still uneven, particularly for the older pupils, most pupils in Years 3 to 6 are now making better than expected progress. Their current work shows significant improvement. Achievement has improved as a result and attainment is now average by the end of Year 6. However, the good start pupils get in the Reception class is not being consistently built upon. Pupils’ progress is less rapid in Years 1 and 2 as expectations of what pupils of this age should be learning are still not consistently sufficiently high. Day-to-day assessment has improved so that activities are planned which focus more closely on pupils’ individual needs. However, except in the Reception class, assessment data is not maintained in a format which enables senior leaders to have an easily accessible overview of individuals’, groups’ and class members’ progress. Members of this very small staff work extremely well together as a team and their management roles are developing effectively. Plans are well focused on improving achievement and are contributing effectively to ongoing improvement in their specific areas of responsibility. Governors are very supportive, knowledgeable and provide good challenge to the school’s performance. Self-evaluation is mostly accurate and key priorities for improvement are well focused on moving the school forward. The good improvement since the last inspection, along with the entire school community’s determination to improve, places Mountnessing in a good position to sustain improvement.