Purfleet Primary Academy

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About Purfleet Primary Academy

Name Purfleet Primary Academy
Website http://www.purfleetprimary.co.uk
Ofsted Inspections
Mr Eugene Samuel
Address Tank Hill Road, Purfleet, RM19 1TA
Phone Number 01375802700
Phase Academy
Type Academy sponsor led
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 591
Local Authority Thurrock
Highlights from Latest Inspection


Purfleet Primary Academy continues to be a good school.

What is it like to attend this school?

Pupils feel happy and safe at school. They know what bullying is, but do not feel it is a problem at this school. They are taught how to stay safe, including who to speak to if they have any concerns.

They know that if they are worried about something, staff will support them.

Pupils have a well-developed sense of right and wrong. They are kind and considerate.

They demonstrate 'respect and responsibility' in their behaviour at school. Pupils understand that some things are harder for some people than for others. They celebrate each other's successes.

Pupils com...e from a wide range of different backgrounds, faiths and beliefs. They treat each other the same, regardless of their differences.

Pupils enjoy coming to school.

They like playing with their friends. They appreciate the clubs and trips that the school provides. Pupils like the way staff treat them.

Staff have high expectations and are kind, helpful and understanding.

Pupils want to learn. They listen attentively to teachers and use advice to improve their work.

Pupils can learn without disruption as classrooms are peaceful and calm. They work hard and are proud of their school.

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

Leaders work in partnership with the school community.

They support parents to help their children attend school more regularly. They identify individuals or groups of pupils who may need some additional support, such as with developing resilience or social skills. Leaders understand the challenges and barriers that exist for pupils.

They are determined that pupils will experience a broad range of experiences and have every opportunity to succeed. Local resources, such as the River Thames and Heritage Centre, enhance the curriculum. Pupils get to see historical artefacts and memorabilia dating from the 18th century, building their historical knowledge.

Leaders have constructed a curriculum that helps pupils remember what they have studied. Leaders have carefully chosen what knowledge is taught in each subject. Pupils have lots of opportunities to revisit and recap on previous learning.

They use this knowledge when learning new concepts. As a result, pupils do not get confused. They learn key knowledge and remember it.

From the early years upwards, pupils are taught the sounds that letters make. The rigorous, sequenced curriculum helps pupils to become confident, fluent readers. Pupils practise sounds regularly.

They can apply the sounds they know to unfamiliar words. Books are matched to pupils' reading knowledge. This helps develop pupils' enjoyment of reading.

Pupils with education, health and care plans (EHC plan), receive one-to-one adult support, or adapted resources, to support learning. This helps pupils to access the curriculum. However, teachers do not adapt the way they teach some subjects to make sure all other pupils with special educational needs and/or disabilities (SEND) learn different subjects as well as they could.

As a result, some pupils with SEND do not achieve as well as they are able to.

Staff have detailed knowledge of pupils. They take time to listen to pupils.

They offer guidance but will seek more expert support if required. Staff treat pupils with respect.

The positive reward systems in place work effectively.

Pupils respond well to their 'signature booklets'. They understand they will be rewarded for hard work and positive behaviour. They strive to achieve this.

Governance is a strength of the school. Governors and trust members hold leaders to account. They expect the highest standards for pupils.

Governors are supportive of pupil and staff well-being. They talk to pupils to check they are happy and enjoy what they are learning. They check with leaders to ensure that staff are doing their best for pupils.

They also want to know if staff are happy.

Supportive actions by leaders have meant that staff retention is high. This has helped with developing middle leaders and curriculum content.

Recruitment decisions by governors and the trust at leadership level have had a positive impact on school development. Effective leaders are in place, who know how to improve the school.


The arrangements for safeguarding are effective.

All staff take their safeguarding roles seriously. Training has given staff the confidence to report any concerns. Staff know how to log incidents, who to speak to if required and how to identify signs of concern.

Leaders' detailed records are used to monitor any concerns that are raised. Concerns are then followed up by designated safeguarding leads, who take appropriate action.

When required, leaders liaise with appropriate external agencies to provide bespoke support for families.

Leaders are tenacious in ensuring that the right support is in place to safeguard pupils. Governors review leaders' procedures to ensure they are keeping pupils safe.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders and teachers do not provide the precise support some pupils with SEND need to fully access some foundation subjects in the curriculum.

As a result, these pupils do not learn as much as they should. Leaders should make sure teachers adapt how they teach so that all pupils, including all pupils with SEND, learn well.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called a section 8 inspection of a good or outstanding school, because it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on a section 8 inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a section 5 inspection.

Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the section 8 inspection as a section 5 inspection immediately.

This is the first section 8 inspection since we judged the school to be good in July 2016.

Also at this postcode
Woodlands Pre School & Nursery (Purfleet-on-Thames)

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