Thorpedene Primary School


Name Thorpedene Primary School
Website http://thorpedene.southend.sch.uk/
Ofsted Inspection Rating Good
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 01 May 2013
Address Delaware Road, Shoeburyness, Southend-on-Sea, SS3 9NP
Phone Number 01702582225
Type Academy
Age Range 4-11
Religious Character None
Gender Mixed
Number of Pupils 497 (53% boys 47% girls)
Number of Pupils per Teacher 17.5
Academy Sponsor Southend East Community Academy Trust
Local Authority Southend-on-Sea
Percentage Free School Meals 42.3%
Percentage English is Not First Language 11.1%
Persisitent Absence 16.5%
Pupils with SEN Support 24.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No
Highlights from Latest Inspection:

Information about this school

Thorpedene Primary School is larger than the average-sized primary school. It was formed from the amalgamation of separate infant and junior schools and at the time of the inspection had been open for 19 months. The large majority of pupils are White British. There are few pupils from minority ethnic backgrounds. The proportion of disabled pupils and those who have special educational needs supported through school action is above average. The proportion supported at school action plus or with a statement of special educational needs is well-above average. The governing body, on behalf of the local authority, manages specially resourced provision for pupils with social and emotional needs. This nurture resource base makes short-term provision for pupils from four to 10 years old and provides for up to 16 pupils at any one time. Currently, 16 pupils attend, usually for a period of four half days a week. On the other half of the day, and on the fifth day, they return to their ‘home’ school. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ progress and attainment in English and mathematics. The school governors manage a before- and after-school club. A pre-school setting shares the school site but this is inspected and reported on separately.

Summary of key findings for parents and pupils

This is a good school. Since the school opened, pupils’ progress has risen rapidly. From starting points that are often well below the levels expected for their age, especially in reading and writing, pupils make good progress and achieve well. The high proportion of disabled pupils and those who have special educational needs, and those entitled to the pupil premium, make good progress due to the quality of help and guidance they receive. The school promotes pupils spiritual, moral, social and cultural development extremely well. This has had a very positive impact on the amalgamation and the creation of a clear, shared vision and ethos for the new school. Pupils feel safe in school, they behave well and have positive attitudes to learning and good relationships with adults. Teaching often has a good pace and teachers’ good questioning ensures pupils are fully involved. Many of the teaching assistants offer high-quality support for pupils. The headteacher has provided strong, very effective leadership since the school’s amalgamation. This has had a very positive impact on teaching and achievement. The governing body managed the amalgamation very efficiently and has a clear grasp of the school’s strengths and weaknesses. It is not yet an outstanding school because : Standards in how pupils link letters and sounds (phonics) remain below those expected and some pupils have not reached the required levels. Pupils’ spelling skills are not well-developed or accurate enough. Opportunities are missed to reinforce the good use of literacy skills when pupils are working in other subjects. The policy for marking and explaining to pupils how they can improve their work is implemented inconsistently. Teachers do not always make sure pupils understand the task they are given or check on their learning during the lesson.