Dame Tipping Church of England Primary School


Name Dame Tipping Church of England Primary School
Website http://www.dametipping.com/
Ofsted Inspection Rating Good
Inspection Date 10 November 2011
Address North Road, Havering-atte-Bower, Romford, Essex, RM4 1PS
Phone Number 01708745409
Type Academy
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 97 (45% boys 55% girls)
Number of Pupils per Teacher 19.4
Academy Sponsor Life Education Trust
Percentage Free School Meals 2.1%
Percentage English is Not First Language 5.2%

Information about the school

This is a much smaller-than-average primary school. The proportion of pupils known to be eligible for free school meals is lower than average. The proportion of pupils from minority ethnic groups, including those who speak English as an additional language, is below average. There are no pupils designated as school action plus and one child has a statement of special educational needs related to a speech and language difficulty. There is provision for the Early Years Foundation Stage in the Reception Year.

Main findings

Dame Tipping is a good school. A few areas of its work are outstanding. The vast majority of parents and carers praise the school. Specifically, they are pleased with the care and support their children receive. One parent, echoing the views of others, wrote, ‘The school has been fantastic in the care they give to my son and have gone over and above to cater to his emotional and physical needs.’ Another wrote, ‘They have helped my child grow into a confident, well-adjusted and well-educated ten year old.’ Inspectors found pupils to be respectful and considerate of each other’s needs. The quality of pupils’ spiritual, moral, social and cultural development is good. Older pupils are keen to ensure that younger ones are happy in school. They enjoy supporting them with reading activities and act as role models. There is a genuine community spirit. Pupils’ outstanding behaviour contributes very well to the highly positive working relationships evident in classrooms. Pupils are enthusiastic about their learning and are determined to do their best. Consequently, they reach high levels of attainment, especially in mathematics. They make good progress because teaching is good overall. Most teaching focuses well on the acquisition of key skills and develops pupils’ ability to think and reason for themselves. This is particularly evident among the oldest pupils in the school. However, this is not a consistent picture across all year groups. Even so, in a majority of lessons, pupils have opportunities to learn independently and to discuss their work in pairs and groups. They are given a variety of activities appropriate for their abilities and are asked questions which challenge them to think hard. Lessons are creative and interesting. However, where teaching is less effective, expectations of what pupils can achieve are not always high enough, and this often affects the progress of the most-able pupils. Pupils work in isolation and learning is not promoted well enough through teachers’ questioning. Activities are routine and sometimes dull. This dampens pupils’ enthusiasm. Because school self-evaluation is effective, the headteacher is already aware of this and has put in place a programme of support which has had a noticeable impact on improving practice. Senior leaders have prioritised work on a more creative curriculum which is beginning to pay dividends. The use of ICT across the curriculum is improving rapidly through good leadership of the subject. The headteacher ensures the good pace of school improvement through regular monitoring of progress towards targets. Staff appreciate and respect her work. Questionnaires show that all staff and the vast majority of parents and carers think that the school is led and managed well. Areas identified as requiring improvement by the previous inspection have been tackled successfully. The new marking policy is applied consistently and the written feedback to pupils ensures that they know their targets and what they have to do to improve their work. These targets are regularly reviewed. As a result, the school has a good capacity for further improvement.