Takeley Primary School

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About Takeley Primary School

Name Takeley Primary School
Website http://www.takeley-pri.essex.sch.uk
Ofsted Inspections
Mrs Clare James
Address Bennet Canfield, Little Canfield, Dunmow, CM6 1YE
Phone Number 01279870541
Phase Academy
Type Academy sponsor led
Age Range 4-11
Religious Character None
Gender Mixed
Number of Pupils 349
Local Authority Essex
Highlights from Latest Inspection

What is it like to attend this school?

Pupils at Takeley Primary enjoy coming to school. They understand and live out the school's vision of 'Learning, Achieving and Enjoying Together'. Pupils are happy, polite and welcoming to visitors.

Pupils understand that their education is important, and they are proud of their work. They like to see their achievements celebrated. They enjoy their work being shown in engaging and colourful displays.

Pupils speak highly about staff and each other. They feel safe and looked after. If feeling worried about friendships, pupils know that staff will help them.

Behaviour in and around the school is good. In lessons, pupils are keen learners and work well on the tas...ks set for them. They listen carefully and follow the clear classroom routines in place.

Pupils say that bullying is rare. However, they know that if there are any issues, such as name-calling, adults deal with these quickly.

Children in the early years have a strong start to their education.

They are provided with purposeful activities that help them with their learning. They enjoy learning and playing in the well-designed outdoor area which meets their needs effectively.

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

Leaders have designed an ambitious and rich curriculum based on the national curriculum.

Teachers teach the curriculum well. They provide pupils with appropriate learning activities to help them know more and remember more over time. However, in a small number of lessons, teachers do not provide enough opportunities for pupils to show what they know and understand in different and more challenging contexts.

Some pupils do not achieve as well as they could.

Staff are well trained and make sure that reading is taught well. Pupils have regular and planned opportunities to practise their phonics, so they learn to read accurately and fluently.

Pupils develop a love of and interest in reading from the moment they begin school. They talk enthusiastically about the books they read and can explain the content in detail. Pupils enjoy the responsibility of choosing books from the school library.

Teachers ensure that pupils read books matched to their reading abilities.

Assessment is generally used well. Teachers check pupils' understanding effectively and adapt lessons where needed.

Teachers regularly revisit what pupils have previously learned, helping pupils to remember important information and concepts. Pupils are confident in their learning, especially in mathematics.

Children settle quickly into early years.

They play and learn happily in a calm and purposeful environment, where they learn to cooperate and take turns. Staff make sure that children learn a well-designed early learning curriculum. Children are prepared well for learning in Year 1 and beyond.

Pupils with special educational needs and/or disabilities (SEND) are provided with effective support from adults. Leaders have high expectations for pupils with SEND, both academically and socially, to ensure that these pupils achieve well.

Behaviour is good.

Adults manage pupils' behaviour well and consistently. There is a calm and studious atmosphere around the school. Pupils talk positively about how they value differences between themselves and others.

They are welcoming to pupils who start school part way through the year.

Pupils understand that people have different faiths and beliefs. They have well-structured learning in their personal, social and health education (PSHE) lessons.

Pupils can easily explain values such as tolerance. However, pupils do not regularly use the important words and terms they are introduced to in PSHE lessons. Leaders recognise this and are addressing this issue.

Pupils enjoy the school trips offered. They like the clubs they attend, including those which keep them active. Pupils know how to be healthy and fit.

They benefit from taking on play leader roles with younger children. This develops their confidence and leadership skills.

Parents and carers have positive views about the work of the school.

They are appreciative of the experiences provided for their children.

Staff say that leaders are considerate of their workload and supportive of their well-being. Governors, trust leaders and the headteacher have a shared vision for improving the experiences for pupils.

Governors have invested in professional development for staff to continue to develop every adult's individual expertise.


The arrangements for safeguarding are effective.

Leaders make sure that staff are well trained and receive regular updates about safeguarding.

All staff know how to identify pupils who might be at risk. They understand the processes for reporting concerns. Leaders keep detailed records and use this information to seek outside professional support, if needed.

Pupils have lessons to give them the knowledge and understanding of how to keep themselves safe, including when using online technologies. Pupils know who to speak with if they need help. They say that support is available straight away.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a very small number of lessons, some pupils do not receive the level of demand in the activities for which they are ready. There are not enough opportunities for some pupils to deepen their knowledge and understanding as leaders intend. Leaders should ensure that teachers implement the ambition of the full curriculum consistently, to make sure that all pupils practise using, and remember, all the important knowledge they need.

Also at this postcode
Sport Star (Takeley)

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