The Alderton Junior School

Name The Alderton Junior School
Ofsted Inspection Rating Requires improvement
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 21 November 2017
Address Alderton Hall Lane, Loughton, IG10 3HE
Phone Number 02085082521
Type Primary
Age Range 7-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 264 (51.1% boys 48.9% girls)
Number of Pupils per Teacher 18.2
Academy Sponsor Epping Forest Schools Partnership Trust
Local Authority Essex
Percentage Free School Meals 17%
Percentage English is Not First Language 15.2%
Persisitent Absence 9.2%
Pupils with SEN Support 20.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No
Highlights from Latest Full Inspection

Information about this school

The school meets requirements on the publication of specified information on its website. The school is smaller than the average-sized primary school. The proportion of disadvantaged pupils supported by the pupil premium grant is above average. The percentage of pupils from minority ethnic groups and who speak English as an additional language is below average. Most children are of White British heritage and speak English as a first language. The proportion of pupils who have SEN and/or disabilities is above average. The school met the 2016 floor standards for primary schools. These are the minimum expectations, set by the government, for pupils’ attainment and progress in English and mathematics. The school is part of the Epping Forest Consortium of Schools. This is an informal federation of primary schools who work together to support one another.

Summary of key findings for parents and pupils

This is a school that requires improvement Senior leaders and governors have not ensured that the school continues to provide a good standard of education. The proportion of pupils leaving Year 6 having achieved the expected standard in reading, writing and mathematics has been below the national average for the last two years. Pupils’ progress is not as good as it should be. This is because teachers do not adapt the learning well enough to match the needs of pupils. Progress in mathematics is slower than in English. Pupils are not given enough opportunities to develop their reasoning and problem-solving skills. Not all teachers have high enough expectations of what pupils can achieve. Some teachers do not intervene quickly enough in lessons. Pupils have to wait too long before receiving further challenge. This results in pupils making slower progress over time and spending time off task in lessons. Leaders do not ensure that the good teaching practice that exists is shared well enough across the school. Middle leaders are not evaluating their effectiveness in sufficient detail. They are not clear about their impact on the progress that different groups of pupils make. The proportion of pupils persistently absent from school is above average. Attendance is below the national average. The school has the following strengths In 2017, the proportion of pupils who met the expected standard in writing was in line with that nationally. Standards in reading are improving. A strengthened leadership team is having a positive impact on school standards. The school is a safe environment and pupils feel safe. Pupils follow a broad and balanced curriculum which makes good provision for their spiritual, moral, social and cultural development. Actions taken to improve the quality of teaching and pupil outcomes are leading to improved outcomes for pupils currently in the school.

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