|Name||Gidea Park Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||01 February 2012|
|Address||Lodge Avenue, Gidea Park, Romford, Essex, RM2 5AJ|
|Religious Character||Does Not Apply|
|Number of Pupils||463 (54% boys 46% girls)|
|Number of Pupils per Teacher||22.3|
|Percentage Free School Meals||3.5%|
|Percentage English is Not First Language||23.3%|
Information about the school
Gidea Park is a larger than average primary school. Pupil numbers are growing as part of a plan to increase the school size. This has involved pupils joining some year groups at times other than the usual point of entry. The proportion of pupils known to be eligible for free school meals is below the national average. Very few pupils speak English as an additional language or are new to learning English. The proportion of disabled pupils and those with special educational needs is below that found nationally. The school meets the current floor standard, whereby the government sets the minimum expectations for attainment and progress in English and mathematics. In December 2011 the school was awarded the Basic Skills Quality Mark. Separate breakfast and after-school childcare on the school site is not managed by the governing body and is, therefore, inspected separately.
This is a good school. The overwhelming majority of parents and carers agree that their children develop the basic skills in communication, reading, writing and mathematics well. This begins in the Early Years Foundation Stage and ensures that pupils access lessons purposefully, so that none is disenfranchised from learning. The school prepares its pupils well for the next stage in their education through the engaging curriculum which has a particular focus on teaching pupils how to learn through its ‘core learning skills’. Pupils make good progress. The proportion of pupils reaching expected levels of attainment in English and mathematics at the end of Key Stage 1 and Key Stage 2 is well above the national average. Most teaching is good or better. Teachers use their good subject knowledge to ensure that questions and independent activities require pupils to think and try hard. Most lessons therefore feature challenging activities for all pupils, including the most able. In some lessons, additional adults are not deployed well enough during lengthy teacher explanations to the whole class. There are some missed opportunities therefore to use valuable resources to extend learning further. Pupils talk confidently to visitors about their learning. They feel they learn a lot in lessons but teachers’ feedback is sometimes not precise enough. A significant minority of pupils do not know how well they are doing at school. The broad curriculum contributes well to the pupils’ spiritual, moral and social development. There are plentiful opportunities for pupils to develop culturally, for example through art and music. Pupils’ understanding of the cultural diversity beyond the school and local area, however, is limited. The headteacher and deputy headteacher work in a very effective partnership. They set high expectations of the whole community. The very positive relationships within the school are modelled well by all leaders. Senior leaders are currently devolving more responsibility to other leaders by involving them more fully in the systematic monitoring of the school’s work. High attendance, good punctuality and behaviour reflect pupils’ enjoyment at school.