Thames View Junior School

Thames View Junior School

Address: Samuel Ferguson Place, Bastable Avenue, Barking, Essex, IG11 0LG Unique reference number (URN): 141651

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Attendance and behaviour Strong standard

Attendance for all groups of pupils is consistently above the national average and has been for some time. Leaders have put very effective systems in place to help pupils attend school regularly. They track attendance carefully and ensure that there is timely communication with parents and carers. They listen sensitively to understand the barriers to attendance and take effective action. Leaders regularly promote the importance of attendance with parents and pupils, and they work well with the local authority when it is necessary.

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Attendance and behaviour Strong standard

Pupils' impeccable behaviour is a real strength of the school. Staff share leaders' high expectations and apply them consistently. This helps to make the school a calm and safe space for pupils. The clear behaviour system means all pupils, including those with special educational needs and/or disabilities, understand what is required of them. They rise to these expectations. Pupils are highly motivated by the rewards points they receive. For example, they like the opportunity to exchange their points for stationery or a comfy chair. Pupils are deeply respectful and highly engaged in lessons. Sanctions are used fairly. They have a positive impact on pupils. The school is an environment that does not tolerate any form of discrimination or harassment. Bullying is rare and any incidents are dealt with swiftly.

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Curriculum and teaching Strong standard

Pupils learn an ambitious curriculum that has both breadth and depth. Leaders ensure that teachers know the curriculum well by providing regular training. Staff use this training and their secure subject knowledge consistently to ensure that the curriculum is taught routinely well. Teachers ensure that pupils are supported to remember in detail what they have learned in previous lessons before building on this further. Pupils are given regular opportunities to develop their communication skills, for example by sharing their ideas with 'talk partners' and in whole-class discussions.

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Curriculum and teaching Strong standard

Teachers check pupils' understanding systematically to ensure that any gaps in knowledge are found and filled quickly. Teachers' accurate checks lead to skilful adaptations so that all pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, can learn securely. Leaders have recently improved the curriculum to include further opportunities for pupils to develop their extended writing. Pupils learn grammar successfully and teachers consistently promote ambitious vocabulary. This has a positive impact on pupils. Any pupils who fall behind in their learning are supported to catch up quickly. Leaders work closely with the infant school that most pupils attend to ensure that there is a smooth transition from key stage 1 to key stage 2.

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Inclusion Strong standard

Leaders have planned and implemented a curriculum that supports the most vulnerable pupils to thrive. Leaders, parents and carers work well together to secure the best outcomes for pupils. This is well demonstrated by the impressive outcomes achieved by disadvantaged pupils in national tests. Pupils with special educational needs and/or disabilities are swiftly identified when they join the school and appropriate support is put in place to reduce barriers to their learning. Pupils' progress is monitored closely and appropriate and timely adjustments are made to the help that pupils receive, when necessary. Staff receive regular training, which helps to make sure that they can support all pupils to learn well.

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Inclusion Strong standard

Leaders use additional funding, such as pupil premium, to meet the needs of disadvantaged pupils effectively. For example, funding ensures that pupils can access a subsidised breakfast club. This reduces barriers to pupils' attendance and promotes their learning, for example they can access the internet to complete work. Leaders ensure that pupils new to learning English receive comprehensive and targeted support.

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Inclusion Strong standard

The school’s inclusive ethos sings throughout the school day. It starts with the welcome that pupils receive each morning. It includes the ongoing day-to-day support pupils benefit from and the welcome that parents also receive when they come in every week to play board games with their child.

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Leadership and governance Strong standard

Leaders have a clear, ambitious vision for the school and consistently high expectations. They know how they want pupils to develop and what positive experiences they should have each day. They are highly visible and positive role models around school. They support pupils and staff effectively. The trust actively supports school leaders where required, but also steps back when appropriate.

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Leadership and governance Strong standard

Leaders ensure that staff development helps to drive school improvement. They identify individual staff needs and make sure that high-quality training is in place. Leaders promote collaboration through helping staff to develop their leadership skills and to take on some additional responsibility. Leaders' rigorous and regular checks on the impact of the school's work help them to understand what areas of the school need to develop further.

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Leadership and governance Strong standard

Governors and trustees have a secure understanding of the school. They provide consistent support and challenge to leaders. Communication with parents and carers is a strength of the school. Leaders are committed to engaging positively with the wider community. For example, opportunities such as reading workshops promote positive relationships with parents and help raise the profile of reading across the school. Leaders ensure that pupils have a voice in school. They respond to pupils' feedback to ensure that pupils feel like they belong. Leaders' decisions are in the best interests of pupils, including for those with special educational needs and/or disabilities and those who are disadvantaged.

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Leadership and governance Strong standard

Parents and staff are very positive about the work leaders do to improve the school further. Staff value that leaders prioritise their workload and wellbeing.

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Personal development and wellbeing Strong standard

Daily assemblies help pupils learn important information, such as how to keep themselves safe online. Pupils enjoy very positive relationships with staff. Staff provide deeply nurturing pastoral care that supports pupils' wellbeing. Pupils can share concerns in different ways, for example by writing them down and putting them in 'worry boxes' that teachers access and act on. Leaders have developed a comprehensive personal, social and health education

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Expected standard

(PSHE) curriculum that meets pupils' needs and ensures that they learn about healthy relationships in an age-appropriate way. Through PSHE and the wider curriculum, pupils learn deeply about how to manage their emotions and be more independent.

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Expected standard

Leaders are very ambitious for pupils' personal development. For example, they have identified 50 activities that pupils can take part in during their time at the school. These include being able to raise money for charity, go to the theatre, learn a musical instrument and teach a parent or carer a new concept. These activities promote pupils' wider citizenship, cultural appreciation and social skills. Enrichment opportunities are wide ranging, including clubs for yoga, choir and dance. There are opportunities to take part in residential visits and play sport. These help pupils to develop their interest and talents, forge friendships and develop a distinct sense of belonging. Leaders ensure that these opportunities are inclusive and that all pupils, including those who are disadvantaged, can participate.

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Expected standard

Pupils have a range of ways to develop their sense of responsibility. For example, roles such as lunchtime helpers and ambassadors support pupils to build their confidence and develop leadership skills. Pupils contribute positively to the school by making improvements, such as to the range of food on offer at lunchtime and securing additional break time. The school also places considerable emphasis on fostering pupils' appreciation of their rights as individuals and as citizens. This work is embedded across the curriculum and wider provision, enabling pupils to develop a detailed and meaningful understanding of rights, respect and global citizenship.

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Expected standard

The school prepares pupils very well for their future lives in modern Britain. They learn about democracy through class voting and assemblies. Pupils celebrate different cultures and visit different places of worship to understand world faiths. They develop a deep understanding of human rights and the environment, which supports pupils' appreciation of the wider world.

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Achievement Expected standard

Pupils learn the curriculum well. In lessons, they demonstrate accurate understanding. Pupils produce work that is of high quality. It shows their secure knowledge and clear progress in the core subjects, including subjects in the wider curriculum, such as music and geography. Pupils generally enjoy learning and take pride in their work. There is a positive culture of reading at the school that helps pupils to become fluent and accurate readers.

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Achievement Expected standard

Pupils achieve well in key stage 2 national tests in reading, writing and mathematics. Overall, the proportion of pupils meeting the expected standard in these subjects is close to the national average. A high proportion of pupils reach the higher standard, particularly in mathematics and writing. Disadvantaged pupils achieve particularly well. At the end of Year 6, their attainment in reading, writing and mathematics is above that of their disadvantaged peers nationally.

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Achievement Expected standard

Pupils are successfully prepared for the next stage of their education.

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What it's like to be a pupil at this school

Pupils enter the school joyfully each day. They love coming to school and value the relationships they develop with other pupils and members of staff. This motivates them to attend each day. They feel safe and are learning well. They particularly enjoy the range of activities that are offered to them beyond their academic learning. For example, they are enthusiastic about the extra-curricular clubs. Cooking with parents and carers is highlighted by pupils as an experience not to be missed. Pupils develop a deep and secure understanding of fundamental British values, such as through class voting, which helps pupils to learn about democracy.

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What it's like to be a pupil at this school

Pupils celebrate what makes them different. They enjoy learning alongside those who have a different perspective of the world to them. Leaders highlight diversity, for example by the promotion of festivals and celebrations such as Diwali, Bonfire Night and Eid. This school is a truly inclusive and cohesive community. Pupils are well prepared for life in modern Britain. Behaviour at the school is very positive and high expectations support pupils' learning and wellbeing. Bullying is rare and if it does happen it is dealt with by leaders effectively.

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What it's like to be a pupil at this school

Pupils are supported to develop their knowledge and understanding of a range of subjects through the ambitious and carefully designed curriculum. Teaching is consistently effective. Pupils are supported to learn the curriculum well, and they are ready for the next stage of their education. This is exemplified by pupils' outcomes in key stage 2 national tests in reading, writing and mathematics, where results are close to the national average overall. Pupils with special educational needs and/or disabilities and those who are disadvantaged also learn the curriculum very well. Pupils receive helpful support if they need it, which reduces any barriers to their learning or wellbeing.

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Next steps

Leaders should build on their work to ensure that consistently effective teaching leads to pupils' high achievement across the curriculum.

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About this inspection

This school is part of Partnership Learning, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Roger John Leighton, and overseen by a board of trustees, chaired by Saadat Mubashar.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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Team inspectors:

Paul Jackson, Ofsted Inspector Caroline Stone, Ofsted Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

National average: 272 Inspectors spoke with the headteacher, other senior members of staff, the CEO, a representative from the trust and the local governing body, as well as other members of staff.

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What does this mean?

Inspectors confirmed the following information about the school:

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What does this mean?

The school uses no alternative provision.

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What does this mean?

The school has undergone a significant change since the last inspection, with the appointment of a new headteacher.

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What does this mean?

The school provides before- and after-school clubs and lunchtime activities for its pupils.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school. National average: 15%

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (revised) 67% 62% Close to average

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average

2023/24 (final) 59% 61% Close to average

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average

2022/23 (final) 64% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (revised) 77% 75% Close to average

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average

2022/23 (final) 73% 73% Close to average

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (revised) 73% 72% Close to average

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average

2023/24 (final) 69% 72% Close to average

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average

2022/23 (final) 76% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 70% 73% Close to average

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average

2022/23 (final) 75% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2023/24 (final) 45% 46% Close to average

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average

2022/23 (final) 55% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2023/24 (final) 53% 62% Close to average

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average

2022/23 (final) 65% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2023/24 (final) 61% 58% Close to average

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average

2022/23 (final) 70% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2023/24 (final) 55% 59% Close to average

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average

2022/23 (final) 65% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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