|Name||Thames View Junior School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||16 January 2018|
|Address||Samuel Ferguson Place, Bastable Avenue, Barking, Essex, IG11 0LG|
|Religious Character||Does Not Apply|
|Number of Pupils||428 (51% boys 49% girls)|
|Number of Pupils per Teacher||17.8|
|Academy Sponsor||Partnership Learning|
|Local Authority||Barking and Dagenham|
|Percentage Free School Meals||24.1%|
|Percentage English is Not First Language||66.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school converted to sponsor-led academy status under Partnership Learning Trust on 1 February 2015. The headteacher was appointed in March 2016. Two assistant headteachers were appointed in March 2014. In 2016, the school did not meet the government’s floor standards, which set out the minimum expectations for pupils’ attainment and progress at the end of key stage 2. The school is larger than the average junior school. The proportion of pupils who are disadvantaged is above the national average.
Summary of key findings for parents and pupils
This is a school that requires improvement The quality of teaching is not consistent. In some year groups, pupils do not make the progress of which they are capable. Teachers do not use assessment information rigorously enough in ways that enable them to challenge the most able pupils. Pupils’ progress across the school is often too slow. This is because teachers are not checking progress in all areas of learning frequently enough. The curriculum is not broad and balanced. The themes and activities covered in topic work do not extend or challenge pupils. Disadvantaged pupils are making significantly less progress than their peers. Leaders and governors have used the pupil premium funding to support whole-school development, rather than targeting it at the pupils for whom it is intended. Consequently, governors have not adequately discharged their responsibility to ensure that the pupil premium funding is managed effectively to promote disadvantaged pupils’ progress and narrow gaps in performance. Leaders and governors are not holding teachers to account for the progress pupils make. Leaders and governors do not monitor closely the progress pupils make in subjects other than English and mathematics. The school has the following strengths The headteacher recognised that improvements were needed. Recent decisive actions to drive school improvements are starting to impact positively on outcomes for pupils. Teaching has led to improved standards in the outcomes at the end of key stage 2 in 2017. Pupils enjoy the range of clubs and activities on offer. Pupils are encouraged to take part in the life of the school. Pupils’ behaviour and conduct around the school are good. Adults and pupils have positive relationships. Arrangements to safeguard pupils are effective. Leaders and managers have created an environment where pupils feel safe and are safe. Pupils who have special educational needs (SEN) and/or disabilities are supported well.