Ortu Corringham Primary School

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Ortu Corringham Primary School


Name Ortu Corringham Primary School
Ofsted Inspection Rating Good
Inspection Date 23 November 2016
Address Herd Lane, Corringham, Stanford-le-Hope, Essex, SS17 9BH
Phone Number 01375672157
Type Academy
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 497 (49% boys 51% girls)
Number of Pupils per Teacher 21.9
Academy Sponsor Ortu Federation Ltd
Local Authority Thurrock
Percentage Free School Meals 9.2%
Percentage English is Not First Language 1.6%
Persisitent Absence 11.7%
Pupils with SEN Support 16.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is much larger than the average-sized primary school. The school has been part of the Stanford and Corringham Schools Trust since October 2013. The proportion of pupils supported by the pupil premium grant is below average. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. Most pupils are White British and speak English as their first language. The early years is made up of pre-school and Reception classes. The nursery is open full time and parents choose whether to send their child full or part time. Children attend full time in the two Reception classes. Children join Reception from a number of local pre-school providers. The school runs a daily breakfast club and after-school club. The school also runs a holiday club during the school breaks. The school provides enhanced speech and language provision for 11 pupils on behalf of the local authority. These pupils are fully integrated into the main school. In 2015 the school met the government’s floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6.

Summary of key findings for parents and pupils

This is a good school The headteacher is passionate about improving the opportunities for the pupils in this school. Her commitment and vision have been fundamental to the rapid improvement of the school. She is ably supported by her deputy headteacher. Teachers are conscientious and keen to improve their teaching. Teaching is now good. Learning support assistants are effective in supporting pupils in their learning. They work closely with teachers in the classroom. Phonics teaching is strong. Attainment at the end of key stage 1 has improved consistently. Pupils’ attainment has improved since the previous inspection. Pupils read, write and solve mathematical problems confidently. However, the range of mathematical problems is often limited. As a result, pupils’ progress is slower than in the other subjects. Pupils make good progress in a range of subjects. However, the progress of the most able pupils is not as rapid as some other groups of pupils. Pupils are happy and enjoy school. Pupils’ behaviour is good around the school and in lessons. Support for pupils who have special educational needs and/or disabilities is highly effective and nurturing. Their progress is carefully monitored and as a result they are thriving. Pupils, parents and staff all agree that the school provides a safe learning environment. Safeguarding procedures are effective. The school’s work to support pupils’ personal development and welfare is outstanding. Pupils receive high-quality support during periods to overcome barriers to learning. The early years provision is good. Children in Nursery and Reception make good progress because they are provided with interesting and engaging learning activities. The school provides an interesting curriculum that makes strong provision for pupils’ spiritual, moral, social and cultural development. Governors and trustees are committed to ensuring that the school provides a good standard of education. They provide a balance of support and challenge to senior leaders. Middle leaders are hard-working and keen to improve standards within the school. The impact of their work is not yet clear as they are not yet monitoring the impact of their work in enough detail.