Rochford Primary and Nursery School

Rochford Primary and Nursery School

Address: 6 Ashingdon Road, Rochford, Essex, SS4 1NJ Unique reference number (URN): 140747

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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

Pupils achieve well. This has been consistent over time and can be seen in the results from national tests. Across the school, pupils build secure knowledge because learning is carefully structured and revisited. They remember important content and use it with increasing confidence in different subjects. For example, pupils have a very good grasp of the basics in reading, writing and mathematics. This helps them to deepen their understanding and tackle new learning successfully.

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Achievement Strong standard

Almost all pupils progress well from their starting points. This includes pupils who are disadvantaged and those with special educational needs and/or disabilities. Disadvantaged pupils achieve well because they receive effective help and take part fully in all aspects of school life. Work across a range of subjects shows that pupils achieve very well.

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Achievement Strong standard

By the time they leave, pupils are well prepared for the next stage of their education because they have developed the essential knowledge and skills they need.

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Attendance and behaviour Strong standard

Leaders make their high expectations for attendance clear and check patterns closely. Pupils attend regularly and consistently arrive on time, ready for the day ahead. Staff act quickly if absence begins to rise and work with families to address any barriers. This includes for pupils who are disadvantaged and those with special educational needs and/or disabilities (SEND). As a result, attendance is consistently strong and pupils are in school regularly, so they do not fall behind in their learning.

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Attendance and behaviour Strong standard

Pupils show highly positive attitudes to learning and take their work seriously. They understand the school’s shared high expectations and use these to guide their choices in lessons and during social times. Learning is rarely disrupted because pupils stay focused and respond well to staff guidance. Pupils report that bullying is uncommon. If concerns arise, staff act quickly and follow clear procedures so that issues are resolved. Staff support pupils effectively, including adapting approaches where needed so that pupils with SEND can meet expectations successfully. These approaches are applied consistently well across the school. Leaders continue to focus on helping pupils to develop greater self-discipline so that they take increasing ownership of their own behaviour and learning.

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Curriculum and teaching Strong standard

Leaders have designed a curriculum that builds knowledge in a clear and logical order. Subject leaders play an important role in shaping and reviewing their areas, ensuring that learning develops over time and builds on what children learn in the early years. Regular review and discussion help leaders to check how well the curriculum is working and to refine plans where needed. This ensures that pupils continue to build secure knowledge over time.

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Curriculum and teaching Strong standard

Teachers secure strong foundations in reading, writing and mathematics by making sure that key knowledge is taught clearly and revisited often. They explain new ideas carefully, check pupils’ understanding and address misconceptions in a timely way. This helps pupils to remember important content and use it confidently.

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Curriculum and teaching Strong standard

The curriculum is adapted so that all pupils, including those with special educational needs and/or disabilities and those who may face other barriers, can access learning alongside their peers. Staff provide effective, additional support and adjust tasks when needed.

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Curriculum and teaching Strong standard

Established routines help lessons to run smoothly. Staff present information clearly and give pupils regular opportunities to practise and apply what they have learned. This supports pupils to develop confidence and independence. In some subjects, pupils’ work shows that staff do not always identify and address misconceptions as precisely as they do in other areas. Leaders have identified this and are taking appropriate steps to strengthen consistency.

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Early years Strong standard

Children settle very quickly in the early years because staff create a calm and welcoming environment where routines are clear and consistent. Well-trained and qualified staff know children very well and respond carefully to their needs. This helps children to feel safe and confident from the start. For example, outdoor learning activities help children to develop independence, resilience and an understanding of how to manage risk. Daily routines, such as safe eating and personal hygiene, are managed carefully so that children learn to take care of themselves extremely well.

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Early years Strong standard

Leaders make sure that the early years curriculum is well thought out. This helps children build strong foundations for future learning. Children begin by learning the basic skills they need, particularly in speaking, early reading and number. Staff build on this carefully so that, as children move through the school, they are ready for more complex learning. Staff keep a close eye on what children can do and expertly adjust activities so that they continue to learn and progress very well.

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Early years Strong standard

Staff carefully and thoughtfully talk with children throughout the day, including during play and routine times. This helps children to continually develop their language and understanding.

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Early years Strong standard

Children achieve very well and are well prepared for Year 1. Leaders are continuing to strengthen learning across all areas so that all children are even better prepared for their next steps.

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Inclusion Strong standard

Leaders identify pupils’ needs early because staff know pupils very well and share important information regularly. They use ongoing checks and discussions to adjust support so that pupils do not fall behind. Teachers adapt learning carefully. They provide timely additional help when gaps begin to emerge. This means that pupils keep up and take part fully in lessons.

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Inclusion Strong standard

Pupils who are disadvantaged receive extra help that helps them build confidence and succeed. Effective use of additional funding ensures that these pupils take part in the wider school experiences. As a result, pupils develop the skills and confidence they need to engage fully. Pupils with special educational needs and/or disabilities benefit from clear approaches that staff understand and apply consistently. Teachers and support staff work closely together to adapt learning, using shared strategies so that pupils can learn alongside their peers. Staff review support regularly and adjust it precisely when needed. This helps pupils to become increasingly independent.

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Inclusion Strong standard

Other pupils receive careful and sensitive support. Staff understand their specific circumstances and provide stability through strong relationships and consistent routines. Leaders also support pupils who face other challenges by acting quickly when concerns arise. These approaches are effective.

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Leadership and governance Strong standard

Leaders provide a clear sense of direction and make sure that everyone understands what matters most. Staff describe leaders as approachable and say communication is open and clear. Leaders listen carefully and involve staff in improving the school. For example, staff meet regularly to discuss pupils’ learning and agree next steps together. Leaders also share updates and expectations clearly so that staff feel informed about changes. This helps staff to work in a consistent way, so that pupils know what to expect and can focus on their learning.

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Leadership and governance Strong standard

Decisions are thoughtful and based on what leaders know about the school. Leaders look closely at how things are working and make changes where needed. Staff understand the reasons for these decisions and see that leaders follow them through. This gives staff clear direction and helps improvements to last over time.

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Leadership and governance Strong standard

Those responsible for governance know the school well and keep a close check on its work. They ask questions, offer support and make sure leaders meet their responsibilities. Regular communication between leaders and those responsible for governance helps them to maintain a clear understanding of the school’s priorities.

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Leadership and governance Strong standard

Staff feel valued and supported. Leaders take workload seriously and provide practical support, such as clear guidance and time to complete key tasks. Staff say this helps them to carry out their roles effectively. Ongoing training supports staff to develop their skills and confidence.

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Leadership and governance Strong standard

Parents speak positively about the school and trust leaders to act in their children’s best interests. Leaders listen to feedback and respond thoughtfully, helping to build strong relationships with families.

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Personal development and wellbeing Strong standard

Leaders give careful attention to pupils’ personal development and ensure that it is part of everyday school life, starting in the early years. Children in Nursery and the Reception Year begin to develop confidence, independence and emotional awareness through activities, including when learning outside. Here, they learn to work together, manage risk and build resilience. Across the school, staff know pupils well and provide consistent support so that they feel valued and confident. Staff check in regularly and respond thoughtfully to any worries or concerns. Pupils talk confidently about trusted adults they can go to if they need help. This helps them feel safe and ready to learn.

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Personal development and wellbeing Strong standard

The school has a planned programme that teaches pupils about relationships, health and wellbeing. Pupils learn how to understand and manage their feelings and consider the impact of their actions on others. They are taught how to stay safe in a range of situations, including when online. For example, pupils explain how to deal with fake images, unkind messages or unsafe situations. They also understand the importance of fundamental British values such as respect, democracy and tolerance. Work in books and discussions shows that this learning is revisited and remembered over time.

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Personal development and wellbeing Strong standard

Pupils learn about different cultures, beliefs and values. They understand fairness and responsibility and apply these in their daily interactions with others in and around school.

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Personal development and wellbeing Strong standard

Pupils take on roles such as members of the school parliament, art leaders, eco-council representatives and librarians. In these roles, they contribute ideas, support others and take responsibility. Pupils also take part in various clubs, visits and shared events that help them develop confidence, teamwork skills and independence. Staff ensure that these opportunities are open to and accessed by all.

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

Pupils enjoy coming to school each day. They show interest in their learning because lessons are carefully planned to build knowledge in a clear sequence. Pupils listen well, ask questions and keep going when work becomes challenging. They take pride in presenting their work neatly and completing tasks with care. This helps them to develop secure knowledge and achieve well from their various starting points. They are ready for the next stage of their education.

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

Pupils treat each other with kindness and respect. They understand clear routines and follow them consistently. Pupils use a shared set of expectations, the Rochford Values, that help them to make positive choices in class and on the playground. For example, pupils move calmly around the school, organise their equipment independently and settle quickly to learning. These routines help classrooms to remain orderly and focused, so that learning is not disrupted.

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

Pupils feel that they belong. They build positive relationships with staff, who know them well and support them to do their best. Pupils who need extra help, including pupils with special educational needs and/or disabilities and those who may face other barriers, receive timely support. This enables them to take part fully in lessons and wider activities. As a result, pupils grow in confidence and become increasingly independent.

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

Pupils take part in a range of wider opportunities beyond the classroom. They work well together, share ideas and enjoy new experiences. These opportunities help pupils to develop their interests and friendships.

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

Pupils behave well and want to do the right thing. They say that bullying is rare. When it happens, staff deal with it quickly and effectively so that issues do not continue. Pupils trust

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Team inspectors:

Stephen Cloke, Ofsted Inspector Rebecca McCutcheon, Ofsted Inspector

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Facts and figures used on inspection

staff and know whom to speak to if they are worried. As a result, pupils achieve well, feel that they belong and develop the confidence and resilience they need to thrive.

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Next steps

Leaders should sustain the attendance and behaviour strategies so that practice remains consistently precise, ensuring all pupils, particularly vulnerable groups, maintain strong attendance and develop high levels of self-discipline. Leaders should sustain the strong early years provision so teaching and interactions are consistent, ensuring all children, particularly vulnerable groups, develop secure knowledge and are consistently well prepared for Year 1.

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About this inspection

This school is part of the South East Essex multi-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), Andrew Cooper, and overseen by a board of trustees, chaired by Neal Misell.

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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

Inspectors spoke with the headteacher, a range of school leaders, groups of staff, parents and pupils. The lead inspector met with the CEO of the trust, trustees and governors.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not currently use any alternative provision.

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About this inspection

Headteacher: Shane Owen 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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average

2023/24 (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

2022/23 (final) 40% 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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national average

2022/23 (final) 70% 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

2022/23 (final) 60% 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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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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national average

2023/24 (3 term) 5.0% 5.5% Close to average

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national average

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

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Persistent absence

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

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national average

2023/24 (3 term) 11.2% 14.6% Close to average

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national average

2022/23 (3 term) 15.6% 16.2% Close to average

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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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