|Name||Thames View Infants|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||24 April 2014|
|Address||Bastable Avenue, Barking, Essex, IG11 0LG|
|Religious Character||Does Not Apply|
|Number of Pupils||436 (53% boys 47% girls)|
|Number of Pupils per Teacher||23.2|
|Academy Sponsor||Tvi Learning|
|Percentage Free School Meals||16.2%|
|Percentage English is Not First Language||73.4%|
Information about this school
Thames View Infants converted to become an academy in September 2012. When its predecessor school, Thames View Infants School, was last inspected by Ofsted, it was judged to be outstanding. This is an above-average-sized school. The majority of pupils come from a number of minority ethnic groups. The largest groups are of African heritage. Almost three quarters of pupils speak English as an additional language. The proportions of disabled pupils and those who have special educational needs who are in need of extra help or have a statement of special educational needs are well above national averages. The proportion of pupils supported by the pupil premium (extra government funding for pupils known to be eligible for free school meals, children in local authority care and children of service personnel) is well above the national average. All pupils in this group are those eligible for free school meals, and some are looked after children. In 2013, the school received recognition from the Deputy Prime Minister for its success in ensuring that pupils entitled to this fund make excellent progress. The headteacher is a national leader of education (NLE) and the school supports the improvement of a number of local schools, provides placements and support for senior staff who wish to attain the National Professional Qualification for Headship (NPQH) and for students studying for a Post Graduate Certificate in Education (PGCE) from the University of East London.
Summary of key findings for parents and pupils
This is an outstanding school. Achievement is outstanding because all groups of pupils make excellent progress. This includes the most able and those who are disabled or who have special educational needs. Children make rapid progress across the Early Years Foundation Stage. In 2013, their level of development at the end of Reception was well above average. Pupils’ attainment at the end of Key Stage 1 is well above average in reading, writing and mathematics. They are very well prepared for Key Stage 2. Teaching is never less than good and much is outstanding. Teachers plan in great detail and are remarkably consistent and accurate in the way that they assess pupils’ work. Pupils know how well they are doing and what they have to do to improve in reading and writing. This is because they receive very useful feedback in lessons and in their books. Feedback in mathematics, science and other subjects is not consistently as helpful. Pupils feel happy, safe and secure. Their behaviour and attitudes make an outstanding contribution to their learning. Dynamic and strong leadership has made the school highly effective. Inspired by the headteacher, all school leaders, staff and governors have high expectations and are ambitious for the success of every pupil. Collectively, the whole staff team strives for continuous improvement. Leaders and governors have a very thorough understanding of the school’s strengths and weaknesses. Teaching and learning are monitored exceptionally well and any shortcomings swiftly remedied. This demonstrates the school’s excellent capacity to maintain its outstanding performance. Governors are highly skilled and closely involved in the life of the school. Their thorough checking of pupils’ achievement means that they understand the strengths of the school, hold leaders accountable, and plan appropriately for the school to improve further.