Shaw Primary Academy

Inspection of Shaw Primary Academy Avon Green, South Ockendon, Essex RM15 5QJ

p.1

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good

p.1

Early years provision Good Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

p.1

The headteacher of this school is Dawn Kimpton. This school is stand-alone academy. The trust is overseen by a board of trustees, chaired by Jeff Seddon. 29 and 30 April 2025

p.1

What is it like to attend this school?

Shaw Primary Academy is a happy school. Staff warmly welcome pupils every day. Staff know pupils and their families well. They provide high levels of care and support for pupils’ emotional and social needs. This helps pupils to feel safe.

p.2

What is it like to attend this school?

Pupils are polite and treat each other with respect because they follow the school’s behaviour principles well. They are accepting of everyone’s differences. Pupils respond well to staff’s high expectations of their behaviour.

p.2

What is it like to attend this school?

The school has high expectations and ambitions for all pupils. Lessons are challenging and engaging. This motivates pupils to try their best. Pupils are proud when staff praise their efforts and achievements. They achieve well.

p.2

What is it like to attend this school?

The school provides an extensive range of opportunities to broaden pupils’ life experiences and interests. Pupils understand everyone is unique, and they talk confidently about different cultures. They learn enterprise, business and budgeting skills. Pupils are proud to be school councillors and of the impact they have had on improving the school playground. They enjoy sports and creative art clubs and activities based on pupil requests. These include clubs to learn more about construction and nature. Pupils look forward to the residential trips to an outdoor activity centre and a night in the museum.

p.2

What does the school do well and what does it need to do better?

The school has an ambitious, broad and balanced curriculum, which starts in the early years. Regular and effective training means that teachers have a good understanding of how to teach the different subjects. Teachers check pupils’ recall of important curriculum knowledge and skills. This enables them to provide support for pupils to address misconceptions. Pupils use subject-specific vocabulary well in much of their work. As a result, pupils remember what they have been taught and achieve well in these subjects.

p.2

What does the school do well and what does it need to do better?

Nevertheless, in a couple of subjects the essential knowledge pupils should know and remember has not been identified. Consequently, in these subjects, pupils have gaps in their knowledge and skills.

p.2

What does the school do well and what does it need to do better?

Pupils enjoy reading and many read well. This is because the school prioritises reading when children start school. In the nursery, children enjoy listening to stories as part of their daily routine. Staff deliver an effective and well-structured phonics programme. They are well trained. Pupils read books which match the sounds they know. Pupils at the early stages of learning to read receive the help they need to catch up and keep up. Pupils become confident, fluent readers.

p.2

What does the school do well and what does it need to do better?

Children get off to a strong start in the early years. They quickly learn the routines and understand the high expectations of the school. Children follow a well-considered curriculum. It ensures they develop strong foundations in learning. There is a focus on developing English and mathematical skills. The stimulating learning environment encourages children to explore and discover new topics. Staff successfully encourage and 29 and 30 April 2025

p.2

3

support the development of children’s communication skills and learning of new vocabulary. Consequently, pupils are ready for Year 1.

p.3

3

The school has high expectations for pupils with special educational needs and/or disabilities (SEND). Staff conduct comprehensive checks to identify pupils’ individual needs and how to effectively support them. Pupils with SEND learn the same curriculum as their peers because teachers effectively adapt their lessons. Some pupils require a more individualised approach. This ensures that pupils with SEND achieve well.

p.3

3

Behaviour in lessons and around school is good. Pupils get on well with each other. They say it is easy to make friends and pupil disagreements are rare. During unstructured times, pupils play happily together across year groups. Low-level disruption is rare. Where it happens, it is quickly addressed by staff, who refocus pupils with engaging activities.

p.3

3

The school’s provision for pupils’ personal development is exceptional. The very well considered range of enrichment opportunities includes everyone. For example, the ‘shine a light’ initiative successfully encourages and recognises the participation of pupils with SEND. Pupils learn how to keep themselves safe, including when online. They develop empathy and respect for other cultures and beliefs and value difference. The creative use of interactive technology allows pupils to explore countries around the world. This develops their understanding of resourcefulness, self-sufficiency and resilience.

p.3

3

The school aims to raise pupils’ aspirations, for example through many encounters with role models from different career pathways. Pupils take part in language community groups. This allows their peer group to develop knowledge of a new language, cultural values and discuss related topics. Pupils are very well prepared for life in modern Britain.

p.3

3

Staff enjoy working at the school. They feel the school considers their workload and well- being. There is a strong culture of working as a team to provide the best opportunities for the pupils. Those responsible for governance know the school well. They offer effective challenge and support. They monitor the quality of provision on a regular basis.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In a couple of foundation subjects, the school has not yet identified the subject-specific content it wants pupils to know and remember. Consequently, in these subjects, pupils do not learn important concepts and have gaps in their knowledge. The school should ensure that the important curriculum content is clearly sequenced in these subjects so that teachers know exactly what to teach and when to teach it. 29 and 30 April 2025

p.3

How can I feed back my views?

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.

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked-after children (children in local authority care) and/or children who left care through adoption or another formal route). 29 and 30 April 2025

p.4

School details

Dates of previous inspection 19 and 20 November 2019, under section 8 of the Education Act 2005

p.5

Information about this school

 The school is a standalone academy.  The school does not use any alternative provision.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth-form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

p.5

Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 29 and 30 April 2025

p.5

6

 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with a range of leaders, including senior leaders, the SENCo and trustees, including the chair of the trust.  Inspectors carried out deep dives in these subjects: English, reading, mathematics, history and physical education. Inspectors held discussions with leaders about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors observed pupils’ behaviour in lessons, around school and at social times. They considered pupils’ views about behaviour in school. They also spoke with staff about their workload and well-being.  To evaluate the effectiveness of safeguarding, inspectors reviewed the single central

p.6

6

record; took account of the views of leaders, staff, pupils and parents; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  Inspectors reviewed a range of documents, including school policies, curriculum plans and minutes from meetings of the trust board.  Inspectors considered responses to Ofsted’s pupil survey and Ofsted’s staff survey. They also considered the responses to Ofsted Parent View, including any free-text comments.

p.6

Inspection team

Rob James, lead inspector Ofsted Inspector

p.6

Inspection team

Danny Wagstaff Ofsted Inspector 29 and 30 April 2025

p.6

7

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 looked-after children, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7