|Ofsted Inspection Rating||Good|
|Inspection Date||12 June 2019|
|Address||Cook Road, Dagenham, Essex, RM9 6XW|
|Number of Pupils||699 (51% boys 49% girls)|
|Academy Sponsor||United Learning Trust|
|Local Authority||Barking and Dagenham|
|Percentage Free School Meals||21.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The principal of the secondary phase was appointed in April 2018. The principal of the primary phase has been in post since April 2017. Goresbrook School is a member of the United Learning Trust. The multi-academy trust is governed by a trust board. The trustees have established a local governing body for each of their schools. Currently, the secondary phase of the school caters for pupils in Years 7, 8 and 9. In the primary phase there are pupils in Nursery through to Year 4. The proportion of disadvantaged pupils is above the national average. The proportion of pupils with SEND is above that of other schools. The proportion of pupils who have an education, health and care plan is below the national average. The proportion of pupils who speak English as an additional language is significantly above that of other schools. A very small number of pupils attend alternative provision at The Erkenwald Centre, Dagenham and The Acorns ARP (Additional Resource Provision), Barking.
Summary of key findings for parents and pupils
This is a good school The co-principals are unwavering in their determination to provide the very best school experience possible for every pupil. Leaders, governors and staff have created a strong culture of inclusivity and high expectation. Middle leaders make a positive contribution to the high standards achieved by pupils. They are astute in their evaluation of where strengths and areas for improvement lie. Governors provide an effective balance of support and challenge to leaders. They work successfully with leaders to set and respond to ambitious, appropriate priorities for improvement. Teaching is typically good across the school. Teachers have high expectations and challenge pupils to achieve well. They value the opportunities the school and the trust give them to develop skills further. Teachers plan sequences of learning that are well suited to pupils’ different capabilities. Consequently, pupils, including pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils make good, and at times very strong, progress in a range of subjects. Pupils feel safe and happy in school and have deep trust in school staff to help them when necessary. Pupils are recognised as individuals and feel their opinions are listened to and valued. Their excellent behaviour reflects their feeling of pride at being a member of the school community. Pupils’ attendance levels are high. Pupils value and engage wholeheartedly in their education. The excellent curriculum stimulates pupils and builds upon their highly positive attitudes. It is supplemented by a wide range of extra-curricular activities and contributes strongly to pupils’ academic and personal development. Some pupils’ writing gives insufficient attention to spelling, punctuation and grammar. This is particularly the case in the primary phase. Children in Reception make strong progress. They are well prepared to enter Year 1. Leaders know there is some work to do to replicate the good practice of the Reception Year in the Nursery.