|Name||Thameside Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||02 July 2014|
|Address||Manor Road, Grays, Essex, RM17 6EF|
|Number of Pupils||736 (54% boys 46% girls)|
|Number of Pupils per Teacher||23.6|
|Academy Sponsor||Osborne Co-Operative Academy Trust|
|Percentage Free School Meals||18.3%|
|Percentage English is Not First Language||42.8%|
|Pupils with SEN Support||22.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Thameside Primary School opened in September 2012 as an academy, sponsored by St Clere’s Co-operative Trust, following the closure of former infant and junior schools. The headteacher joined the school when it opened as an academy. The school is larger than most other primary schools, and the number of pupils is steadily rising. Approximately two thirds of pupils are of minority ethnic heritage, and a high proportion of pupils speak English as an additional language. The proportion of pupils who are supported by the pupil premium, which is additional funding for pupils known to be eligible for free school meals and for those who are in care, is well-above average. The proportion of disabled pupils and those who have special educational needs supported at school action is broadly average. The proportion supported at school action plus or with a statement of special educational needs is above average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics. During the current academic year, a significant proportion of pupils joined or left the school, other than at the usual times. As a new academy, the school had a monitoring visit by the Department for Education in April 2014.
Summary of key findings for parents and pupils
This is a good school. Children in the Early Years Foundation Stage make good progress. They enter the Nursery attaining below the national expectations for their ages. By the time they leave the Reception, many children meet the expectations for their ages in each area of learning. At Key Stage 1, pupils are, currently, making good progress and are reaching broadly average standards in reading, writing and mathematics by the end of Year 2. At Key Stage 2, pupils were seen to be making good progress including in English and mathematics. The impact of teaching on pupils’ learning is good. Teachers manage behaviour well and have good relationships with pupils. They have high expectations for what pupils can achieve and provide stimulating activities to motivate them to learn. Behaviour is good in all years. The school’s efforts to keep pupils safe are effective. The headteacher is well supported by the senior team. Together they are rapidly transforming and improving the school to ensure teaching is good and enables pupils to make good progress. They enjoy the full confidence of staff and nearly all parents. Governors are providing good oversight of the school’s work and are contributing effectively to improvements in teaching and learning. It is not yet an outstanding school because : The marking of pupils’ work does not always make clear how they can improve it. Pupils are not always told how well they are using their literacy and numeracy skills in subjects other than English and mathematics, so they do not learn how to improve these skills in all lessons. Subject leaders are not rigorously checking and evaluating the quality of teachers’ marking and the accuracy of the assessment of pupils’ progress and attainment.