Temple Sutton Primary School


Name Temple Sutton Primary School
Website http://www.templesutton.org.uk
Ofsted Inspection Rating Good
Inspection Date 20 May 2015
Address Eastern Avenue, Southend-on-Sea, Essex, SS2 4BA
Phone Number 01702468582
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 854 (51% boys 49% girls)
Number of Pupils per Teacher 20.2
Academy Sponsor Learning In Harmony Multi Academy Trust
Local Authority Southend-on-Sea
Percentage Free School Meals 19.8%

Information about this school

Temple Sutton is much larger than the average-sized primary school. Children in the Reception classes attend full time. Most pupils are from White British backgrounds. The proportion of pupils from minority ethnic backgrounds is average. Few pupils speak English as an additional language. The proportion of pupils supported by the pupil premium is above average. The pupil premium is additional funding for pupils looked after by the local authority and those known to be eligible for free school meals. The proportion of disabled pupils and those who have special educational needs is average. The school provides a breakfast club and after-school club that are managed by the governing body. The school includes specially resourced provision for pupils who have special educational needs. Currently, a very small number of pupils with autistic spectrum disorders attend the provision. The school’s Nursery provision is part of an on-site children’s centre for babies and children aged up to four, which is managed by the governing body. The children’s centre is inspected separately. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. Since the previous inspection, there has been an external review of the governing body. Large parts of the school have been refurbished and decorated. The school has received help from Edison Learning to support improvements in teaching and leadership, including governance.

Summary of key findings for parents and pupils

This is a good school. Leaders have worked effectively with external partners to improve teaching. Standards are rising and pupils are making faster progress. The large majority of pupils make good progress from their starting points. Standards in reading, writing and mathematics at the end of Year 6 have been in line with national averages over the last three years. Disabled pupils and those who have special educational needs, including the small numbers who attend the additional resource base, achieve well. They make similar progress to their peers. The school places a strong emphasis on meeting the needs of the local community through the provision of wrap-around care. This is a happy school that welcomes all pupils, no matter what barriers they have to learning, and helps them to achieve well. The vast majority of parents agree that the school is a safe and cohesive community. Teachers’ high expectations ensure that pupils’ behaviour is consistently good. There is a positive climate for learning. Teachers with additional responsibilities make a good contribution to the improvements made in teaching. Teaching is good. Teachers plan work that engages pupils’ interests and builds on what they already know. The school strongly promotes pupils’ spiritual, moral, social and cultural development. Pupils are well prepared for life in modern Britain. Children get off to a good start in the Reception classes, as links with the children’s centre are strong. Children settle quickly and make good progress. Governors have acted on external advice and now have much clearer responsibilities and ways of working. As a result, they are better at holding the school’s leaders to account for its performance. It is not yet an outstanding school because : Some pupils make less progress in mathematics than in their other subjects. Teachers do not provide enough opportunities for them to develop mathematical arguments when following a line of enquiry. Adults in the Reception classes do not always help children to learn from the activities they choose for themselves. Not all the adults who teach in the Reception classes are familiar with the requirements of the curriculum for the early years.