|Name||Takeley Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||12 September 2018|
|Address||Bennet Canfield, Little Canfield, Dunmow, Essex, CM6 1YE|
|Number of Pupils||390 (51% boys 49% girls)|
|Number of Pupils per Teacher||23.9|
|Academy Sponsor||The Learning Partnership Trust|
|Percentage Free School Meals||6.4%|
|Percentage English is Not First Language||5.6%|
|Pupils with SEN Support||7.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
Takeley Primary School converted to become an academy on 1 January 2016. When its predecessor school, Takeley Primary School, was last inspected by Ofsted, it was judged to be good overall. Takeley Primary School is larger than the average-sized primary school. The current headteacher took up his post in September 2017. The senior leadership team is made up of two assistant headteachers and the headteacher. The chief executive officer (CEO) of the trust oversees the work of the senior leadership team. The local governing body is made up of eight governors. The local governing body report to the trustees. The proportion of pupils whose first language is not, or believed not to be, English is lower than the national average. The proportion of pupils who are supported for SEN and/or disabilities is below average, and the proportion of pupils who have an EHC plan is above average. The proportion of pupils who are eligible for support through the pupil premium is below the national average.
Summary of key findings for parents and pupils
This is a school that requires improvement Despite improvements made over recent months, standards at the school are not high enough. Too many pupils make less progress than they should, which limits their achievement. Most of the school’s leaders have been appointed very recently. They have not had enough time for their well-thought-through plans to deliver the necessary improvements to the quality of teaching, learning and assessment. Leaders do not make timely enough checks on the quality of teaching. As a result, weaker teaching limits pupils’ progress. Some teachers do not provide activities or support that consistently meet the needs of all pupils, including the most able. Too many teachers have expectations of what pupils can achieve that are too low. Teachers do not consistently challenge pupils sufficiently in lessons, so too many pupils do not make the progress of which they are capable, including in the early years. Teachers do not give pupils sufficient opportunities to develop subject-specific knowledge and skills in the wider curriculum. Pupils who have special educational needs (SEN) and/or disabilities do not make consistently good progress. The extent to which governors monitor the effectiveness of different aspects of the school’s work is too variable. Children in the early years do not make good progress because teaching is too inconsistent. The school has the following strengths Leaders know what they need to do to make the school better. Working with energy and determination, they are starting to make the necessary changes. Disadvantaged pupils make good progress in reading, writing and mathematics. As a result of effective teaching, pupils make greater progress in upper key stage 2 than in other areas of the school. This is helping to compensate for previous gaps in their learning. Pupils’ personal development, behaviour and welfare are good. They enjoy and take pride in their school and their learning.