The Echelford Primary School

Name The Echelford Primary School
Ofsted Inspection Rating Good
Inspection Date 01 November 2016
Address Park Road, Ashford, Surrey, TW15 1EX
Phone Number 01784253233
Type Academy
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 599 (50% boys 50% girls)
Number of Pupils per Teacher 23.4
Academy Sponsor Lumen Learning Trust
Local Authority Surrey
Percentage Free School Meals 11.6%
Percentage English is Not First Language 20%
Persisitent Absence 9.1%
Pupils with SEN Support 9.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This is a much larger than average primary school. The majority of pupils are White British. A larger than average proportion are from minority ethnic backgrounds, the largest of these groups being from Other White backgrounds and Indian backgrounds. A similar proportion speak English as an additional language. The proportion of disadvantaged pupils is a little below the national average. The proportion of pupils who have special educational needs and/or disabilities is in line with the national figure, and the proportion with an education, health and care plan is average. The school meets the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school became a sponsored academy in October 2013, joining the Lumen Learning Trust. When the school was inspected prior to this in November 2012, it was judged as having serious weaknesses. The executive principal of the trust, Mary Ellen McCarthy, is a national leader of education. This term, she has taken on the role of headteacher of the school while the substantive headteacher is on long-term sick leave. The school is a member of a consortium of 25 local schools, the Spelthorne Schools Together confederation. The school has been receiving regular support and challenge from a consultant from Babcock Education, which runs school improvement services for Surrey. A very small number of pupils attend alternative provision either part time at The Meadow nurture group at Spelthorne School or full time at Fordway Centre Pupil Referral Unit.

Summary of key findings for parents and pupils

This is a good school Leaders have successfully improved the school from a low starting point. High importance is placed on developing leadership at every level. Subject leadership is increasingly well developed, enabling continuous improvement in teaching across the curriculum. Highly effective use is made of pupil premium funding. Disadvantaged pupils make good progress and typically achieve as well as other pupils nationally. Leaders engage effectively with parents to support pupils’ development and improve behaviour and attendance. The new assessment system gives leaders a clear understanding of pupils’ attainment in English and mathematics. However, information about pupils’ progress is a little inaccurate and assessment in other subjects is not fully developed. Teaching provides suitable challenge for pupils of varying abilities. As a result, pupils, including the most able, make good progress from their starting points. Pupils understand what they are trying to achieve, and effective assessment and feedback enable them to reflect and improve. Behaviour has improved markedly. Pupils typically behave well in lessons. Conduct around the school site is calm and orderly. A small number of pupils do not pay enough attention during class discussion and at times there is a sense of restlessness. Pupils learn to respect others regardless of differences. Discriminatory behaviour is rare. Less positively, a few pupils bother others with unkind or irritating behaviour. Safeguarding arrangements are effective. Pupils are kept safe and feel safe at school. Children benefit from a stimulating environment and skilled teaching in Reception and are prepared well for Year 1. The trust and governors have made good use of external support and challenge to ensure leaders’ accountability for improving the school. However, they and leaders do not maintain a truly incisive understanding of the school’s performance.