Richmond Avenue Primary and Nursery School

About Richmond Avenue Primary and Nursery School Browse Features

Richmond Avenue Primary and Nursery School

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
Phone Number 01702292197
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 446 (51% boys 49% girls)
Number of Pupils per Teacher 21.3
Academy Sponsor Southend East Community Academy Trust
Local Authority Southend-on-Sea
Percentage Free School Meals 17.5%
Percentage English is Not First Language 4%
Persisitent Absence 6.2%
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.