Takeley Primary School

Inspection of Takeley Primary School Bennet Canfield, Little Canfield, Dunmow, Essex CM6 1YE

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires improvement 22 and 23 June 2022

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What is it like to attend this school?

Pupils at Takeley Primary enjoy coming to school. They understand and live out the school’s vision of ‘Learning, Achieving and Enjoying Together’. Pupils are happy, polite and welcoming to visitors.

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What is it like to attend this school?

Pupils understand that their education is important, and they are proud of their work. They like to see their achievements celebrated. They enjoy their work being shown in engaging and colourful displays.

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What is it like to attend this school?

Pupils speak highly about staff and each other. They feel safe and looked after. If feeling worried about friendships, pupils know that staff will help them. Behaviour in and around the school is good. In lessons, pupils are keen learners and work well on the tasks set for them. They listen carefully and follow the clear classroom routines in place. Pupils say that bullying is rare. However, they know that if there are any issues, such as name-calling, adults deal with these quickly.

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What is it like to attend this school?

Children in the early years have a strong start to their education. They are provided with purposeful activities that help them with their learning. They enjoy learning and playing in the well-designed outdoor area which meets their needs effectively.

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better?

Leaders have designed an ambitious and rich curriculum based on the national curriculum. Teachers teach the curriculum well. They provide pupils with appropriate learning activities to help them know more and remember more over time. However, in a small number of lessons, teachers do not provide enough opportunities for pupils to show what they know and understand in different and more challenging contexts. Some pupils do not achieve as well as they could.

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better?

Staff are well trained and make sure that reading is taught well. Pupils have regular and planned opportunities to practise their phonics, so they learn to read accurately and fluently. Pupils develop a love of and interest in reading from the moment they begin school. They talk enthusiastically about the books they read and can explain the content in detail. Pupils enjoy the responsibility of choosing books from the school library. Teachers ensure that pupils read books matched to their reading abilities.

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better?

Assessment is generally used well. Teachers check pupils’ understanding effectively and adapt lessons where needed. Teachers regularly revisit what pupils have previously learned, helping pupils to remember important information and concepts. Pupils are confident in their learning, especially in mathematics.

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better?

Children settle quickly into early years. They play and learn happily in a calm and purposeful environment, where they learn to cooperate and take turns. Staff make 22 and 23 June 2022

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sure that children learn a well-designed early learning curriculum. Children are prepared well for learning in Year 1 and beyond.

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Pupils with special educational needs and/or disabilities (SEND) are provided with effective support from adults. Leaders have high expectations for pupils with SEND, both academically and socially, to ensure that these pupils achieve well.

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Behaviour is good. Adults manage pupils’ behaviour well and consistently. There is a calm and studious atmosphere around the school. Pupils talk positively about how they value differences between themselves and others. They are welcoming to pupils who start school part way through the year.

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Pupils understand that people have different faiths and beliefs. They have well- structured learning in their personal, social and health education (PSHE) lessons.

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Pupils can easily explain values such as tolerance. However, pupils do not regularly use the important words and terms they are introduced to in PSHE lessons. Leaders recognise this and are addressing this issue.

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Pupils enjoy the school trips offered. They like the clubs they attend, including those which keep them active. Pupils know how to be healthy and fit. They benefit from taking on play leader roles with younger children. This develops their confidence and leadership skills.

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Parents and carers have positive views about the work of the school. They are appreciative of the experiences provided for their children.

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Staff say that leaders are considerate of their workload and supportive of their well- being. Governors, trust leaders and the headteacher have a shared vision for improving the experiences for pupils. Governors have invested in professional development for staff to continue to develop every adult’s individual expertise.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders make sure that staff are well trained and receive regular updates about safeguarding. All staff know how to identify pupils who might be at risk. They understand the processes for reporting concerns. Leaders keep detailed records and use this information to seek outside professional support, if needed.

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Safeguarding

Pupils have lessons to give them the knowledge and understanding of how to keep themselves safe, including when using online technologies. Pupils know who to speak with if they need help. They say that support is available straight away.

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 In a very small number of lessons, some pupils do not receive the level of demand in the activities for which they are ready. There are not enough opportunities for some pupils to deepen their knowledge and understanding as leaders intend. Leaders should ensure that teachers implement the ambition of the full curriculum consistently, to make sure that all pupils practise using, and remember, all the important knowledge they need.

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How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 22 and 23 June 2022

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School details

Inspection number 10227396 Type of school Primary

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School details

Appropriate authority The governing body

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School details

Date of previous inspection 3 December 2020, under section 8 of the Education Act 2005

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Information about this school

 The school has no pupils using alternative provision.  The school operates a breakfast club for parents needing childcare before school.

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Information about this inspection

The inspectors carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  The inspectors carried out deep dives in these subjects: reading, mathematics, science and history. For each deep dive, inspectors discussed the curriculum with subject leaders, visited lessons, spoke with pupils and teachers, and considered pupils’ work.  Inspectors considered the curriculum in other areas, for example in PSHE.  Inspectors spoke to senior leaders, including the chief executive officer of the trust, the headteacher, deputy headteachers and the special needs coordinator. 22 and 23 June 2022

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Inspectors met with members of the governing body and spoke with a local authority representative who works with the school.  To judge the effectiveness of safeguarding, the inspectors scrutinised the single central record. Inspectors reviewed safeguarding systems and processes. They spoke to leaders, teachers, governors and pupils about the quality of safeguarding.  The inspectors considered 82 responses made by parents to Ofsted Parent View, Ofsted’s online questionnaire, including 78 free-text responses.

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Inspection team

Bozena Laraway, lead inspector Ofsted Inspector

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Inspection team

Nicola Shadbolt Ofsted Inspector 22 and 23 June 2022

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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