|Name||Richmond Avenue Primary and Nursery School|
|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||10 June 2015|
|Address||Richmond Avenue, Shoeburyness, Southend-on-Sea, SS3 9LG|
|Religious Character||Does Not Apply|
|Number of Pupils||446 (51% boys 49% girls)|
|Number of Pupils per Teacher||21.3|
|Academy Sponsor||Southend East Community Academy Trust|
|Percentage Free School Meals||17.5%|
|Percentage English is Not First Language||4%|
|Pupils with SEN Support||17.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Highlights from Latest Inspection:
Information about this school
Richmond Avenue Primary and Nursery School is larger than the average-sized primary school. Most pupils are White British. A minority are from a wide range of minority ethnic groups. The proportion of disadvantaged pupils, supported by the pupil premium is considerably greater than in most schools. The pupil premium is additional funding for pupils who are known to be eligible for free school meals or in the care of the local authority. The proportion of disabled pupils and those who have special educational needs is much higher than the national average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. Children start school part time in the Nursery classes. Just over half of the children starting in the school’s Reception class each year transfer from the Nursery classes. All children in Reception attend full time. The school is part of the Shoebury Education Partnership, a group of local schools.
Summary of key findings for parents and pupils
This is a good school. The school is improving rapidly. Pupils’ progress has improved since the last inspection and is good. Under the dynamic leadership of the headteacher, the quality of teaching has improved significantly. Staff and pupils’ expectations are much higher. Pupils’ attainment in reading, writing and mathematics has risen at both key stages since the last inspection. Children in the early years make an excellent start to their learning. The stimulating provision captures children’s interest and imagination. Pupils’ positive attitudes to learning and their excellent behaviour make a strong contribution to their achievement and enjoyment of school. A highly supportive and caring atmosphere contributes strongly to pupils’ safety and their spiritual, moral, social and cultural development. Attendance has improved rapidly and is currently above the national average. No pupils are persistently absent. Pupils are extremely polite and courteous to adults and to one another. They show great respect and tolerance to those from different backgrounds. A wide range of clubs and activities develop and enrich pupils’ sporting, artistic and other interests. School leaders are very committed to ensuring that pupils achieve their potential, personally and academically. The staff and the whole school community have high morale. Working with schools in the Shoebury Educational Partnership has supported rapid improvement in the quality of teaching. Governors provide strong support and challenge to the school. They are very committed to ensuring that all pupils achieve as well as they can and that teaching is as effective as possible. It is not yet an outstanding school because : The quality of mathematics teaching in Key Stage 1, while good, is not as strong as it is in other areas. The teaching of phonics (the sounds that letters make) does not ensure that all pupils achieve well in reading. Teachers do not consistently take pupils’ prior knowledge and understanding into account when introducing new learning challenges. Some pupils lack confidence in asking and answering questions.