Somers Heath Primary School


Name Somers Heath Primary School
Website http://www.somersheathprimary.org.uk
Inspections
Ofsted Inspections
Address Foyle Drive, South Ockendon, RM15 5LX
Phone Number 01708853397
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 412 (50.7% boys 49.3% girls)
Number of Pupils per Teacher 22.2
Academy Sponsor Catalyst Academies Trust
Local Authority Thurrock
Percentage Free School Meals 26.2%
Percentage English is Not First Language 16.7%
Persistent Absence 9.4%
Pupils with SEN Support 6.1%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

Somers Heath Primary School is slightly smaller than the average-sized primary school, but is growing rapidly. There are currently two classes in Reception and Year 2, and the school will expand into new buildings and add further classes next year.

The majority of pupils are White British, with a smaller proportion than average coming from minority ethnic backgrounds. The proportion of pupils who speak English as an additional language is below average, but has increased in recent years. The proportion of disadvantaged pupils for whom the school receives pupil premium funding (additional government funding to support pupils who are looked after or who are known to be eligible for free school meals) is higher than the national average.

The proportion of pupils with an education, health and care plan is slightly above the national average. The overall proportion of pupils with special educational needs or disability is slightly below the national average. 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 Pupils at Somers Heath enjoy their time at school enormously. They make very good progress as a result of effective teaching and care. The headteacher brings a calm, kind authority to his leadership of the school.

As a result, the school is a harmonious and pleasant environment that is valued greatly by pupils and staff. Teachers plan very effective lessons that are well matched to the needs of pupils. They place a strong emphasis upon developing effective communication skills and the importance of good presentation.

Outcomes for pupils have improved substantially in recent years. Pupils make better than average progress from their different starting points in all subjects, especially mathematics and writing. Disadvantaged pupils and pupils with special educational needs make similarly good progress because they are effectively taught and receive good additional support where needed.

Pupils behave very well and are supportive of each other. Disruption to learning is very rare and is dealt with effectively. Children play together happily and safely in well-supervised, stimulating outdoor areas.

In the Early Years Foundation Stage, children are well cared for and make good progress. Teachers and teaching assistants develop children’s skills effectively, leading imaginative learning and play activities skilfully. The curriculum covers an exciting range of subjects, topics and experiences.

As a result, the children are knowledgeable about the world and well prepared for life in modern Britain. Leaders and governors have ensured that pupils are safe and receive excellent care. The site is welcoming and secure, and children are taught how to keep themselves safe and treat one another with kindness.

It is not yet an outstanding school because : Although they have significantly improved since the previous inspection, outcomes in reading are not as consistently strong as they are in mathematics and writing. A small minority of parents do not feel that they receive sufficient information about the progress their child is making. Leaders and governors do not always communicate the work of the school to parents as effectively as they could.