|Name||Hamstel Junior School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||06 February 2014|
|Address||Hamstel Road, Southend-on-Sea, Essex, SS2 4PQ|
|Religious Character||Does not apply|
|Number of Pupils||564 (52% boys 48% girls)|
|Number of Pupils per Teacher||21.9|
|Academy Sponsor||Portico Academy Trust|
|Percentage Free School Meals||23.8%|
|Percentage English is Not First Language||11.9%|
|Pupils with SEN Support||13.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Hamstel is a larger than average sized junior school. The proportion of pupils known to be eligible for support through the pupil premium is well above average. This is additional funding allocated by the government for specific groups of pupils, including those looked after by the local authority and those known to be eligible for free school meals. Most pupils come from a White British background. The number of students from minority ethnic backgrounds is lower than in most schools of this size and the proportion of pupils who speak English as an additional language is below average. The proportion of disabled pupils and those with special educational needs receiving extra support through school action is average; the proportion at school action plus or with a statement of special educational needs is above average. The school meets the government’s current floor standards, which set the minimum expectations for the attainment and progress of pupils by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school. Standards by the time pupils leave the school are improving, particularly in writing where teaching is very effective, and in mathematics. More able pupils make good progress in mathematics and achieve high standards. Disabled pupils and those who have special educational needs are well supported and make good progress. Pupils’ attitudes to their learning are good. They listen very carefully in lessons to their teachers and to each other. They talk about their ideas with confidence and readily offer answers in discussion work. Pupils behave well in lessons and throughout the school. Pupils, parents and staff all report that the school looks after pupils’ safety and welfare very well. Teachers plan tasks well that interest and challenge pupils, setting high expectations for behaviour and for pupils’ progress. The headteacher and senior leaders in the school have a very good understanding of what the school needs to do to continue improving and regularly check progress towards school development targets. Information about pupils’ progress is used very well by managers at all levels to identify where pupils need extra support and where staff need further training opportunities. It is not yet an outstanding school because : In mathematics, middle and lower attaining pupils are not progressing as well as the higher attainers, and the marking of written work does not show pupils what they need to do to improve. Teachers do not always identify pupils experiencing difficulties quickly enough. Until recently the governors have not checked often enough on the progress the school is making towards its development priorities.