Vicarage Primary School


Name Vicarage Primary School
Website http://www.vicarage.newham.sch.uk
Ofsted Inspection Rating Good
Inspection Date 12 November 2014
Address Vicarage Lane, East Ham, London, E6 6AD
Phone Number 02084721010
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 879 (51% boys 49% girls)
Number of Pupils per Teacher 17.9
Academy Sponsor New Vision Trust
Local Authority Newham
Percentage Free School Meals 31.5%
Percentage English is Not First Language 54.5%
Persisitent Absence 7.7%
Pupils with SEN Support 5.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is much larger than most primary schools. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The proportion of disabled pupils and those who have special educational needs is 16.8%, which is similar to the national average. The proportion of pupils supported by the pupil premium is higher than that found in most schools. This is additional government funding provided to give extra support to those pupils known to be eligible for free school meals and to children who are looked after. The majority of pupils are from minority ethnic backgrounds, mainly of Indian, Pakistani, Bangladeshi and Black African heritages. The proportion of pupils who speak English as an additional language is high compared to the national average. The school is part of a teaching alliance within the local authority. It hosts training for teachers as well as organising conferences. Children in the Nursery attend part time and Reception children attend full time.

Summary of key findings for parents and pupils

This is a good school. Leaders and managers work effectively to ensure that the school community is cohesive. Senior leaders make sure that classroom tasks are well organised and that they contribute strongly to the development of all pupils. Good teaching leads to pupils gaining a secure knowledge in speaking, reading, writing and mathematics. Pupils who receive additional funding achieve extremely well in mathematics. Overall, they make good progress in reading and writing. Disabled pupils and those who have special educational needs achieve exceptionally well because of their positive experiences in the classroom and with outdoor learning opportunities. Attainment is high in mathematics, but similar to the expected standards in reading. Writing is below national expectations compared to similar schools, but is improving rapidly. Gaps in achievement between groups of pupils are closing in English. There are no gaps in mathematics. As a result of high-quality teaching and stimulating activities in the early years, these children make outstanding progress. The behaviour of pupils across the school is excellent. They show respect to each other, their teachers and visitors. Pupils say they feel extremely safe and happy. Pupils like to get involved in their lessons. They have an exceptional understanding of how well they are doing and are eager to build on their progress. Parents work closely with the school and regularly take part in workshops and contribute their views. They are happy with pupils’ behaviour and the rate of progress their children make. Pupils’ experience of school is very rich and inspiring because of the wide range of subjects pupils study. As a result, they have a deep understanding of the world they live in. The strong promotion of pupils’ spiritual, moral, social and cultural development contributes to appreciation of diversity and tolerance within the school and among the local community. Governors have a good understanding of the school’s strengths. They use their expertise well to challenge and support senior leaders and to ensure pupils and staff feel safe and secure. It is not yet an outstanding school because : Pupils attain below national expectations for writing. The most able pupils have not yet reached their potential in higher-level writing skills.