Leigh Beck Junior School

Leigh Beck Junior School

Address: Point Road, 43 Brindwood Road, Canvey Island, Essex, SS8 7TD Unique reference number (URN): 144350

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

Pupils are well prepared for their next stages of education. This includes disadvantaged pupils and pupils with special educational needs and/or disabilities. Pupils secure their knowledge of important content across subjects. This is reflected in the quality of work they produce. It is also shown in the achievement of pupils in national tests. Improvements to the teaching of mathematics have helped pupils to have a firm grasp of number. Pupils apply their knowledge of times tables for example, when solving more complex mathematical problems.

p.2

Achievement Expected standard

Pupils who need extra help with reading are supported well. Consequently, they become fluent readers. Pupils enjoy writing. They often create writing that is interesting to read. They write confidently when composing both fiction and non-fiction texts. Overall, pupils develop into proficient writers. However, some pupils do not improve some aspects of their writing as quickly as they could. Some have important gaps in their knowledge related to the accurate use of handwriting, grammar, punctuation and spelling.

p.2

Attendance and behaviour Expected standard

Leaders have clear attendance processes in place. They ensure they monitor patterns of absence precisely. This helps leaders to quickly identify where there are concerns about a pupil's attendance. Should this happen, leaders put in place appropriate support. This helps to remove many of the barriers pupils face to attending school regularly. As a result, both overall and persistent absence are consistently in line with the national averages.

p.2

Attendance and behaviour Expected standard

Overall, pupils behave well. Leaders have high expectations of behaviour. Staff apply policies related to behaviour consistently. This leads to classrooms that are, typically, free from disruption. This helps pupils to learn well. Pupils often show positive attitudes towards their learning. They also show positive attitudes towards each other when playing together on the field or the playground. Bullying is not commonplace. If it does happen, pupils trust staff to deal with it quickly and effectively. Leaders have appropriate systems in place to monitor incidents of poor behaviour or bullying. This helps them to take appropriate action to support pupils to improve their behaviour should they need to.

p.2

Curriculum and teaching Expected standard

Leaders have designed an ambitious curriculum that sets out clearly what pupils need to learn across subjects. Leaders provide impactful training to staff on how to teach these curriculums. For example, staff effectively teach pupils important number knowledge in mathematics. This helps pupils to become more fluent mathematicians. Staff identify pupils who need help with their reading. Well-matched support helps these pupils to become more fluent readers. Staff teach pupils to become confident and creative writers. They do this well. Typically, staff help pupils to improve their handwriting, grammar, punctuation and spelling where they need to. However, in some instances, this is not done as consistently well as it needs to be. Staff typically teach the curriculum well. Overall, they have appropriate subject knowledge. Where this is particularly effective, staff make well-considered adaptations to the curriculum

p.2

Curriculum and teaching Expected standard

to help pupils secure or deepen their knowledge. In some places staff use less precise adaptations and are not as consistent in using the school's agreed approaches to teaching. Leaders are aware of the need to provide staff with the ongoing training and support they need. This is so high-quality teaching is embedded across classes and subjects.

p.3

Inclusion Expected standard

Leaders have established clear processes to identify the specific needs of pupils with special educational needs and/or disabilities (SEND). Overall, leaders identify the needs of these pupils well. They use information contained in pupils' education, health and care (EHC) plans effectively to guide staff in how to adapt learning where needed. This helps to remove many of the barriers to success pupils with SEND face. Leaders maintain a secure oversight of the progress pupils with SEND make. This helps them to review and change the support they offer appropriately. This impacts positively on pupils with SEND.

p.3

Inclusion Expected standard

Leaders also identify the barriers that disadvantaged pupils may face. They use the pupil premium funding well to upskill staff. Overall, staff are confident in how to best support disadvantaged pupils to achieve well. Across the curriculum, disadvantaged pupils secure the knowledge they need and are well prepared for future learning.

p.3

Inclusion Expected standard

Leaders build effective relationships with a range of other professionals where they need to. They work collaboratively with providers of alternative provision for example. Where needed, leaders seek the advice of specialists so they can put in place the specific support pupils need. This helps many pupils to achieve well.

p.3

Leadership and governance Expected standard

School, and trust leaders know the school well. Leaders have clear systems to monitor the quality of education on offer. This provides them with the information they need on where they are having success and where to target future improvements. Leaders take appropriate action when something needs to improve. They target their actions on what is best for pupils. For example, a focus on providing a range of extra-curricular activities has a positive impact. Staff appreciate the training they get, which is regular and purposeful. They value the way leaders help them to become better teachers. This also helps staff to manage their own workload and wellbeing. Most staff are proud to work at the school.

p.3

Leadership and governance Expected standard

There has been some turbulence and change to both leadership and staffing recently. Leaders have managed the impact of these changes. Leaders provide opportunities for parents and carers to be engaged in their child's education. Most parents appreciate the way the school does this. Leaders understand the importance of continuing to strengthen their work with parents.

p.3

Leadership and governance Expected standard

Those responsible for governance keep a close eye on the school. There are clear approaches for both the parent advisory board and trustees to check on the impact of leaders' actions. This helps trustees to suitably support and challenge leaders. This enables them to help leaders to make improvements when they are needed.

p.3

Personal development and wellbeing Expected standard

Leaders place a high priority on the wider development of pupils. They are rightly proud of the broad and interesting enrichment offer they provide. Pupils benefit from getting stuck into many different clubs for example. Leaders keep a close eye on who attends these clubs. This helps them to ensure that disadvantaged pupils and pupils with special educational needs and/or disabilities benefit fully from what is on offer.

p.4

Personal development and wellbeing Expected standard

Leaders are proactive at identifying pupils who require more individualised pastoral support. There are a range of ways that leaders provide this. Well-trained staff support pupils who need a bit of extra help. Leaders work with a range of external agencies to further strengthen the pastoral support on offer. This helps them to provide the right support, at the right time, for these pupils.

p.4

Personal development and wellbeing Expected standard

Leaders have designed a personal, social, health and economic (PSHE) education curriculum that suitably identifies the important knowledge pupils need for their futures. Staff teach this curriculum appropriately. This helps pupils to secure their understanding of important content. Pupils are generally confident about what they have learned and why this knowledge will help them. They have a thorough understanding of how to conduct themselves online for example. They know what constitutes a healthy and balanced diet and why it is important to maintain one. Pupils are able to discuss why healthy and positive relationships are important to them.

p.4

Personal development and wellbeing Expected standard

Assemblies and additional events are well linked to the PSHE curriculum. These are well- matched to the context of the school and the pupils. For example, pupils in Year 6 learn about road safety in preparation for travelling to secondary school. The wider offer links closely to the 'Leigh Beck 5 ways' which underpin much of what happens at school. This supports pupils to understand important values such as respect. Pupils show these values throughout the day.

p.4

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

Pupils enjoy attending Leigh Beck Junior School. Most do so regularly. They arrive in the morning keen to start their day. Pupils value key staff greeting them at the gate with a welcoming smile. This helps them to settle into learning. Pupils look forward to their day ahead. They are eager to learn about the interesting things they study in subjects such as in computing, art and science.

p.4

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

Pupils who face barriers to learning and wellbeing are supported effectively. Leaders have established clear ways to identify where a pupil may need some extra help. Staff understand how to provide the support these pupils need. This helps pupils to learn well.

p.4

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

Pupils appreciate the wide array of enrichment opportunities leaders have put in place for them. They benefit from many chances to visit places such as museums. This helps pupils to learn more about the subjects they study in class. It also opens pupils’ eyes to the wider world around them. Pupils leap at the chance to take part in the broad and exciting club offer. Whether learning to cross-stitch, play chess or hone their karate skills, these help to inspire new talents and interests in pupils.

p.4

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

Pupils typically behave well throughout the day. Disruption to learning is rare. This makes lessons places of learning. Pupils know why being kind to each other is important. They show this in the way they include each other in their games. Pupils enjoy playing together on the climbing frame or teaching each other to play tennis during lunchtime. Pupils show their ‘Leigh Beck 5 ways’ in the way they conduct themselves. These values are important to pupils. They show these values ways in the way they often work hard. This helps them to leave ready for their next stages in secondary school.

p.5

Next steps

Leaders need to ensure staff have a secure understanding of how to support pupils who need to improve their handwriting, spelling, punctuation and grammar. Leaders should ensure highly effective teaching is embedded across subjects and year groups.

p.5

About this inspection

This school is part of the Lion Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Justin James, and overseen by a board of trustees, chaired by Robin Thompson- Clarke.

p.5

About this inspection

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

p.5

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.

p.5

About this inspection

Inspectors spoke with the executive principal, the CEO, the deputy CEO, the chair of trustees and a range of school and trust staff. They also met with pupils and spoke with some parents.

p.5

About this inspection

The inspectors confirmed the following information about the school:

p.5

About this inspection

The school uses one provider of alternative provision. This provision is located within another primary school.

p.5

Lead inspector:

Michael Williams, His Majesty's Inspector

p.6

Team inspectors:

Paul Fykin, Ofsted Inspector Stuart Pope, Ofsted Inspector

p.6

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.

p.6

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.

p.6

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.

p.6

What does this mean?

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

p.7

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.

p.7

What does this mean?

The proportion of pupils with reported special educational support needs at the school.

p.7

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.

p.7

What does this mean?

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

p.8

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.

p.8

average

2024/25 (final) 70% 62% Close to average

p.8

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.8

average

2024/25 (final) 78% 75% Close to average

p.8

Pupils reaching the expected standard in teacher-assessed writing

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

p.8

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.9

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.

p.9

mathematics

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

p.9

national average

2023/24 (final) 58% 46% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.10

Disadvantaged pupils reaching the expected standard in mathematics

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

p.10

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.

p.11

mathematics

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

p.11

Disadvantaged pupils reaching the expected standard in reading

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

p.11

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.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

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

p.12

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.

p.13

national average

2024/25 (3 term) 5.0% 5.2% Close to average

p.13

national average

2023/24 (3 term) 5.5% 5.5% Close to average

p.13

national average

2022/23 (3 term) 5.7% 5.9% Close to average

p.13

Persistent absence

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

p.13

national average

2024/25 (3 term) 11.9% 13.0% Close to average

p.13

national average

2023/24 (3 term) 13.9% 14.6% Close to average

p.13

national average

2022/23 (3 term) 14.2% 16.2% Close to average

p.13

Exceptional

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

p.13

Strong standard

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

p.13

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.

p.14

Needs attention

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

p.14

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.14

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.

p.14

Urgent improvement

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.14

Urgent improvement

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.14

Urgent improvement

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

p.14

Urgent improvement

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

p.14