|Name||Eastbury Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||05 February 2019|
|Address||Dawson Avenue, Barking, Essex, IG11 9QQ|
|Religious Character||Does Not Apply|
|Number of Pupils||862 (50% boys 50% girls)|
|Number of Pupils per Teacher||18.5|
|Academy Sponsor||Partnership Learning|
|Percentage Free School Meals||17.1%|
|Percentage English is Not First Language||60.9%|
Information about this school
Eastbury Primary School is a much larger-than-average primary school. It is a member of the Partnership Learning Trust. The children in the early years are taught in two part-time Nursery classes and four Reception classes. The school has a specialist provision for pupils with multi-sensory impairment. The proportion of pupils from ethnic minority backgrounds is above average. The proportion of pupils who speak English as an additional language is above average. The school is in the highest 20% of areas of deprivation nationally.
Summary of key findings for parents and pupils
This is a good school The co-headteachers provide stable leadership and clear direction. Leaders and governors have a good understanding of the school’s strengths and areas for improvement. Teachers plan and teach lessons effectively. They skilfully question pupils to assess their understanding. This helps pupils think about their learning and how they can improve. Teaching in mathematics is strong. Pupils deepen their understanding of number and are confident mathematicians. Pupils acquire skills to read accurately and fluently. However, the most able pupils are not sufficiently challenged to read more widely. Pupils can write in different styles and at length. Not all teachers ensure that pupils write with accuracy or consistency in both handwriting and presentation. Pupils’ outcomes are improving, including those for disadvantaged pupils. In 2018, more pupils attained the expected level at key stage 2 than in previous years. Current pupils’ work reflects this improving trend in reading, writing and mathematics. Pupils’ behaviour is good. They are courteous, kind and considerate. Leaders have established a culture of respect and awareness of others. The curriculum is varied and interesting. As a result, it supports pupils’ improving outcomes. It is enriched by visits to places of interest. Pupils, including those who are disadvantaged, attend after-school clubs and sports tournaments. These add value to pupils’ learning. Leaders and staff in the early years give children a strong start to their education in all areas of learning. Staff are knowledgeable and well trained. Children’s personal and social development is good. In the area resource provision, pupils with special educational needs and/or disabilities (SEND) make strong progress. They are supported by a skilled team of communicators. Across the school, teachers need further training to support SEND pupils more effectively. Parents and carers, staff and pupils are positive about the school. Parents appreciate in particular how staff care for their children and help them to learn. Safeguarding is effective. Staff are well trained and vigilant. They know how to support pupils and keep them safe from harm.