Lift Hockley

Lift Hockley

Address: Chevening Gardens, Hockley, Essex, SS5 4UR Unique reference number (URN): 146181

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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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Achievement Strong standard

Across all year groups, pupils secure the essential knowledge they need in reading, writing and mathematics. Published information shows that pupils leaving the school consistently achieve above the national averages. Pupils confidently talk about what they are learning. Pupils are proud of the high-quality work they produce. For example, pupils explain clearly how the sequence of learning in art, enabled them to improve each lesson to create a very detailed self portrait.

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Achievement Strong standard

Leaders use checks on learning to understand what pupils need and where gaps in learning exist. They check progress often. This helps them spot concerns early for all pupils. When gaps appear, staff act quickly and put the right support in place. Targeted and timely support helps pupils with lower starting points make strong progress.

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Achievement Strong standard

Leaders’ high expectations are shown in positive outcomes, with disadvantaged pupils catching up well despite individual challenges. Pupils are consistently well prepared for their next stage of education.

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Attendance and behaviour Strong standard

Leaders track attendance with care and accuracy. This is making a positive difference. Leaders review long ‑ term patterns. This helps them to see if pupils’ attendance is improving and adjust whole school strategies as a result. Staff follow the school’s systems well. This helps leaders spot concerns early. Work with families and other professionals is supportive and proactive. These actions reduce persistent absence, and pupils with low attendance improve rapidly.

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Attendance and behaviour Strong standard

Behaviour across the school is positive. Pupils build positive and trusting relationships with staff. This helps them to feel safe and well supported. Leaders have kept behaviour expectations high, even during recent disruption brought about by necessary building renovations. Pupils show positive attitudes to learning. They respond well to the high expectations set by staff. Pupils with special educational needs and/or disabilities get targeted support if they need it.

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Attendance and behaviour Strong standard

Restorative help improves pupils' behaviour and engagement. Pupils show resilience, curiosity and a clear commitment to learning. They listen carefully to their teachers and their peers. Bullying and online safety issues are rare and dealt with quickly. Staff act quickly and effectively to address any concerns, ensuring that discrimination, harassment or abuse are never allowed.

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Curriculum and teaching Expected standard

The curriculum is well designed. Pupils build their knowledge and skills over time. They make connections between concepts as they move through the school. Teaching is effective. Pupils progress well from their individual starting points, including those who are disadvantaged. Staff know their pupils well. They adapt learning appropriately so that all pupils can succeed. Checks on learning to identify gaps are typically used well. Targeted support is well matched to pupils’ needs. Pupils who need help to secure the basic skills in reading, writing and mathematics get timely support. This ensures that gaps close quickly and pupils catch up.

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Curriculum and teaching Expected standard

Teachers demonstrate secure subject knowledge and introduce new content and vocabulary with clarity. They check pupils’ understanding regularly during lessons and address misconceptions promptly. As a result, pupils develop confidence as learners. Pupils take pride in their work. They produce high ‑ quality work across the curriculum, reflecting the high expectations set by staff.

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Curriculum and teaching Expected standard

Typically, pupils recall prior knowledge well. Most apply it accurately when working in new contexts. However, in some subjects, this is not always the case. Staff do not consistently revisit content. This means that some pupils find it tricky to build on a concept and deepen their learning over time.

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Early years Expected standard

Children in the early years get off to a positive start. Warm and trusting relationships between children and adults help them feel safe, settled and ready to learn. Well-developed transition arrangements into the Reception Year help build positive relationships with parents and carers. Staff know children well. They use this knowledge to plan activities that match their interests and stage of development. As a result, children are confident, curious and willing to try new things.

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Early years Expected standard

The early years curriculum supports children to build their skills over time. Leaders have a solid understanding of strengths and areas for development in the early years. They use checks on learning to refine provision. Staff design engaging and targeted activities. They model language effectively. They use talk to develop children’s vocabulary and communication skills. The love of reading is prioritised. Children enjoy sharing books, joining in with stories and learning new sounds. Mathematical skills are developed well through practical play and everyday routines.

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Early years Expected standard

Children learn to take turns, share and play cooperatively. Children hold conversations with adults and their peers with confidence. Children have well-developed social skills. As a result, children leave the early years well prepared for Year 1.

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Inclusion Expected standard

There is a unified and consistent approach to inclusion across the school. Leaders have a secure understanding of pupils' needs. They have high expectations for all pupils. School systems enable staff to identify and assess pupils' needs promptly. Support for pupils is developed and enhanced over time. Staff work closely with local nurseries, other professionals and parents and carers to build a solid understanding of pupils' needs. This is particularly evident in the provision for pupils with special educational needs and/or disabilities.

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Inclusion Expected standard

Leaders communicate pupils’ needs clearly with staff. They use the information to make their teaching and additional support precise. As a result, pupils with additional needs access learning and progress well alongside their peers. Leaders use additional funding precisely to ensure it has the highest impact on pupils. As a result, staff are skilled at adapting the curriculum. They identify and close gaps in learning quickly. Staff provide opportunities for pupils to practise basic skills.

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Inclusion Expected standard

Leaders have a detailed oversight of pupils' progress across the curriculum. Systems and processes provide leaders with valuable information to support curriculum adaptations. Leaders are beginning to use the information collected to make wider school improvement decisions. Greater precision in analysis would strengthen decision-making and further enhance inclusive strategies and practice.

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Leadership and governance Expected standard

Leaders know the school well. They have managed significant challenges effectively, for example, when reinforced autoclaved aerated concrete was discovered and subsequent building work. They have kept the school stable and focused on its priorities. Leaders focus on steady improvements that benefit pupils. They make sure staff understand what the school is working towards. Staff benefit from a well-developed approach to training. This enables them to stay up to date and well informed in the subjects they teach.

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Leadership and governance Expected standard

Systems for checking attendance, behaviour and achievement are well established. Leaders use this information to shape what needs to improve next. For example, they have sharpened their focus on the times table check. However, this level of precision is not seen in all areas.

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Leadership and governance Expected standard

On the whole, those responsible for governance make effective strategic decisions focused on school improvement. Trustees are supportive and are beginning to challenge leaders more effectively. They ensure that the trust’s executive leaders hold the school to account in relation to how well pupils are progressing through the curriculum and achieving.

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Leadership and governance Expected standard

Staff speak highly of school leaders. They feel well supported. They value the open communication and the shared aim of helping every pupil succeed.

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Personal development and wellbeing Expected standard

The personal, social and health education programme is well designed. Pupils learn about healthy relationships, equality and how to stay safe in different situations. Pupils learn about risks online and offline, including unhealthy relationships and exploitation. This prepares them well for their next stage. Teachers generally check, identify and address gaps in pupils' knowledge. They respond quickly to issues that arise, such as online communication, and adjust the curriculum to meet pupils’ emerging needs.

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Personal development and wellbeing Expected standard

Staff support pupils’ personal development well across the school. Pupils know who to talk with if they have a worry or concern. They trust staff to help them. Pupils speak with enthusiasm about activities beyond the classroom. They talk proudly about the trip to Duxford, which helped them understand history in a real and memorable way. Pupils learn important values, including respect, tolerance and cooperation. On a recent adventure trip, they enjoyed working as a team to solve problems. It helped to build their confidence in speaking out. Pupils show a secure understanding of gender differences. They speak with respect and maturity about equality and cultural diversity.

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Personal development and wellbeing Expected standard

Pupils have many opportunities to take on leadership roles, join clubs, support charity events and learn about careers. These experiences help broaden their horizons. Activities such as country dancing help pupils explore new interests and develop their talents. Leaders track pupils who attend clubs and target opportunities for specific pupils. All pupils access the full programme. Staff make the adaptations, where needed, without lowering expectations.

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Personal development and wellbeing Expected standard

While the school has a wide offer, the programme is not fully tailored to the school’s context. As a result, a few pupils have not yet built a deep understanding of character or how to act in more complex situations. Leaders are at the early stages of improving the programme so it better meets these needs.

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

Pupils enjoy coming to school. They look forward to the rewards for positive attendance, including the class trophy. Pupils describe their school as a place that is 'fun, friendly and educational'. Pupils are enthusiastic about learning throughout the school. They speak positively about their experiences in lessons. Pupils appreciate and know that staff are there to help them if learning feels like a challenge. This creates a positive learning environment, where pupils feel encouraged to try their best and are not afraid to make mistakes. As a result, pupils progress through the curriculum well from their various starting points and achieve highly.

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

From the Reception Year, children show a genuine curiosity about the world around them. Pupils enjoy learning across a wide range of subjects. Art and history are particular strengths. Pupils express excitement about creative work and learning about the past. They talk knowledgeably about what they are studying. For example, Year 5 pupils know where in the world the Silk Road was and the purpose of trade. Pupils feel safe. They know staff care about their wellbeing. Pupils know who to talk with if they are worried or concerned about something. They trust adults to listen and help them. This nurturing culture of care helps pupils feel secure and ready to learn.

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

The school's ethos of 'from little acorns mighty oaks grow' permeates through the school. Pupils thrive on 'working happily together, inspiring a desire to learn'. Staff provide pupils with opportunities to learn about life beyond the school. This helps them to develop respect and tolerance of others. As a result, bullying is rare. Pupils understand the importance of treating everyone fairly and with kindness. They are accepting of differences and show maturity in their attitudes. This prepares them well for life in their community and beyond.

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Next steps

Leaders should ensure that staff routinely check pupils' understanding of the curriculum, including in PSHE, and securely build pupils' deep knowledge consistently over time.

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About this inspection

This school is part of Lift Schools, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Rebecca Boomer-Clark, and overseen by a board of trustees, chaired by Alastair John Da Costa.

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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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About this inspection

Inspection activities: inspectors spoke with leaders from the multi-academy trust, including the chief executive officer. They met with the headteacher, the assistant headteachers, the special educational needs coordinator, the designated safeguarding lead and other school leaders. Inspectors spoke with several pupils, staff, parents and carers. They considered the responses to the online survey, Ofsted Parent View, and the responses to the staff and pupil surveys.

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About this inspection

The inspectors confirmed the following information about the school: The school does not use alternative provision.

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About this inspection

The school has undergone a significant change since the last inspection due to RAAC, where the school building was deemed unsafe. The pupils were based on alternative sites. Now the school is operating from a temporary building at the main school address.

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Team inspectors:

Ceri Jones, Ofsted Inspector Mark Carter-Tufnell, His Majesty's 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?

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.

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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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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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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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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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

2024/25 (revised) 43% 47% 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

2024/25 (revised) 71% 63% Close to average

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average

2022/23 (final) 71% 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

2024/25 (revised) 57% 59% 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

2024/25 (revised) 71% 61% Close to average

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average

2022/23 (final) 71% 59% Close to average

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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gap

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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.

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Urgent improvement

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

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

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