Schools & FE · Report card

Purfleet Primary Academy

Inspected 10 Mar 2026 · published 1 May 2026 · URN 139380

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Summary

No overall grade in this frameworkSafeguarding met

Sara Boyce (lead), Karen Stanton, Michael Thomas, Paul Fykin

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Expected standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
10 Mar 2026
Inspectors verified
Karen Stanton, Michael Thomas, Paul Fykin, Sara Boyce
Postcode verified
RM19 1TA
Name on report verified
Purfleet Primary Academy
Safeguarding verified
Met
URN verified
139380

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Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourExpected
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+66Positivemore positive than 37% of reports of this type

In line with other reports of this type.

Praisepositivesuccessfullyconsistentlyeffectivefeel safelovethriveambitious

Criticismconcernsgapslacknot yetlowabsencenot precisenot secure

How the report reads, start to finish

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FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1626w+62
Leadership202w+80
Safeguarding51w−11
What needs to improve75w+60

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,954; about usual (typical 1698)
Reading level: Fairly hard; Flesch 52, typical 43
Average sentence: 14 words
Next steps: 4; typical 3
Hedged sentences: 6%; “some”, “not always”, “most”…

Where the words go

Findings 53%Leadership 7%Safeguarding 2%What needs to improve 2%About the inspection 36%

Full report text

Purfleet Primary Academy

Address: Tank Hill Road, Purfleet Primary Academy, Purfleet-on-Thames, Essex, RM19 1TA Unique reference number (URN): 139380

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

Leaders are focused on ensuring that pupils, including those with low starting points on arrival, typically achieve well. This means that pupils leave here usually being able to read, write and calculate to the nationally agreed standard. In reading, pupils often achieve better than their peers nationally, including pupils eligible for pupil premium funding. This is down to the well-ordered way that reading is taught. Gaps in pupils' knowledge are quickly identified and successfully addressed overall. Pupils with special educational needs and/or disabilities progress well from their various starting points. Most are well supported to reduce barriers to their learning.

p.2

Achievement Expected standard

In subjects other than English and mathematics, pupils are also able to recall key knowledge. However, some pupils cannot remember knowledge in these other subjects in enough depth or detail. This hinders how far these pupils can achieve in these wider curriculum subjects.

p.2

Attendance and behaviour Expected standard

The school has a constant focus on attendance. Leaders are innovative, thorough and tenacious in supporting pupils to come to school. As a result, pupil absence is reducing over time, although not yet in line with national averages for all groups. The school has been particularly successful in working with families to improve the attendance of pupils who are eligible for pupil premium funding, known to social care or pupils with additional needs. Leaders know this an area for continued attention but are doing all they reasonably can to improve attendance. The school has many pupils who leave the area during the school year for reasons not within the school's control. These pupils are safeguarded and kept on roll until a new school placement is found, no matter how long this can take.

p.2

Attendance and behaviour Expected standard

Pupils across the whole school behave incredibly well. There are rarely instances of any disruptive behaviour. Pupils are very polite and well mannered. They show high levels of respect for each other and for staff. Pupils follow the well-established start of day and breaktime routines well. They move quietly in corridors and in between lessons. Pupils understand the high standards set for their behaviours. Sanctions, if needed, are applied fairly and consistently. Pupils demonstrate positive attitudes to their learning and clearly love this school.

p.2

Curriculum and teaching Expected standard

The school has ensured that there is a well-thought-out curriculum in place that builds pupils' knowledge over time from Nursery through to Year 6. Staff prioritise the teaching of key knowledge in reading, writing and mathematics. Staff make appropriate adaptations to learning, especially in English and mathematics. Misconceptions are usually addressed quickly. Reading is taught well. This starts with a consistent approach to the teaching of letter sounds and early reading skills. There is a focus on exposing pupils to ambitious texts and vocabulary. Pupils enjoy regular opportunities to read. Staff model a love of reading well. They make sure pupils can form letters correctly, know spelling rules and how to punctuate their writing correctly. Pupils have the opportunity to rehearse and practice important number facts, such as number bonds and times tables. The school checks if any pupils are struggling with these key skills, including pupils with additional needs or those

p.2

Curriculum and teaching Expected standard

who are eligible for extra funding. Staff quickly put support in place to address this.

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Curriculum and teaching Expected standard

The teaching of subjects other than English and mathematics is generally sound. However, in some subjects and year groups, teachers' lessons can lack the ambition that leaders intend.

p.3

Early years Expected standard

Children get off to a positive start in nursery and school life. Children are warmly welcomed each morning. The children come in happily and are chatty. They quickly settle into early work set out for them, including enjoying stories and looking at books. The school puts time and effort into getting to know all the children well, including working closely with other feeder nursery settings. They use this knowledge to tailor provision so that children, including those with additional needs or vulnerabilities, thrive in the setting.

p.3

Early years Expected standard

The requirement of the early years curriculum is well understood by leaders. There is a wide range of opportunities for children to develop across all areas of learning, especially in communication and language, which is a key gap when children start. Teachers monitor exactly what activities children have been accessing independently, so they know when gaps are filled. Staff do use questioning well. However, leaders are currently working on ensuring that this is more consistent across all classes.

p.3

Early years Expected standard

Staff in the early years deliver the early reading programme with skill and confidence. Children engage well in their phonics lessons and are beginning to use their knowledge in their writing. Children secure number knowledge. The early years curriculum is carefully designed so that children's knowledge builds from nursery upwards. Children are ready for Year 1. Most children achieve in line with national expectations by the end of Reception Year.

p.3

Inclusion Expected standard

Leaders successfully support the many diverse needs of pupils at this school. They have effective systems in place to accurately identify pupils with special educational needs and/or disabilities (SEND), those eligible for pupil premium and those known to social care. Leaders are proactive in securing additional support for all vulnerable pupils. They act well on the advice of external agencies, such as speech and language therapists. Staff receive training relevant to the additional needs and challenges pupils face. Staff are therefore well- equipped to make suitable adaptations and bespoke adjustments. This ensures that vulnerable pupils successfully access their learning and improve their wellbeing. Pupils' support plans are typically well-matched to their needs. However, sometimes the approach to support some pupils with SEND who have the highest needs is not as precise as it needs to be. These pupils do not have gaps in their knowledge filled as quickly as possible.

p.3

Inclusion Expected standard

The pupil premium strategy is carefully thought through. Leaders, for example, have used resources well to improve attendance and outcomes for pupils who are eligible for pupil premium funding. The school works closely with social care to ensure that pupils who are known to them are able to settle, feel safe and make progress.

p.3

Leadership and governance Expected standard

Leaders know the school well and are aspirational for all pupils. They are accurate in their identification of what is working well and what are the areas to work on. Leaders' drive and ambition have had a positive impact on improving behaviour and outcomes, for example. The school works well with the trust to implement strategic objectives, such as recent initiatives on how to adapt learning to meet a range of needs in class.

p.4

Leadership and governance Expected standard

The local governing board and trustees combine well to ensure leaders are held to account. The dedicated team of governors is able to monitor the day-to-day operation of the school to check on school priorities. They engage well with staff and parents. The trust provides effective support, strategic direction and oversight of standards through a well-established risk management process.

p.4

Leadership and governance Expected standard

Leaders have worked hard to build positive relationships with parents and carers. This is appreciated by families as noted in the parent survey feedback. It has been a contributing factor in improving attendance for example. More parents are now engaging in school life. Leaders have put the school at the heart of the community. Staff are very positive about working here and value the care for their wellbeing too.

p.4

Personal development and wellbeing Expected standard

Leaders are determined for pupils to engage in experiences that they may otherwise not have the chance to do. Therefore, leaders deliberately plan for pupils to visit, for example, local museums, theatres and wildlife sites. They have adapted the outside space to allow pupils to experience nature, as the school is in an urban area. Pupils take part in entrepreneur weeks. They have raised money to fund a minibus so they can go on trips, and many participate in the residential visit at the start of Year Six. Leaders encourage pupils to take part in a trust initiative that offers them a choice of new experiences by the time they reach the age of 11.

p.4

Personal development and wellbeing Expected standard

The school is currently focused on ensuring that pupils understand global issues about sustainability, such as recycling and reducing food waste. In addition, the school aims to bring the personal development programme to life by inviting visitors to the school, for example to raise awareness about online safety or the dangers of knife crime. There is also a range of extra-curricular clubs that pupils are encouraged to take part in. These are well attended, including for pupils eligible for additional funding.

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Personal development and wellbeing Expected standard

Pupils value their personal, social, health and economic lessons (PHSE). They are taught about how to have a healthy lifestyle, about safe relationships and how to navigate staying safe on the internet. They learn about different religions and cultures. This is important to be ready for citizens in modern Britain.

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Personal development and wellbeing Expected standard

Some pupils can talk knowledgeably about what they learn in their PHSE lessons. For example, older pupils can talk about the need to be alert to the risks posed by artificial intelligence. They know how to prepare for how their bodies will change as teenagers. However, the depth of understanding of some aspects of PHSE is not as secure across the whole school.

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