Henry Green Primary School

Henry Green Primary School

Address: Green Lane, Dagenham, Essex, RM8 1UR Unique reference number (URN): 101229

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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

From the moment children start in early years, leaders focus on ensuring that they successfully gain the foundational skills they need to access learning across the curriculum. Leaders ensure that all pupils, including those who are disadvantaged or pupils with special educational needs and/or disabilities, get the support they require to advance their skills and knowledge. Pupils make highly positive progress across subjects and consistently produce work of high quality.

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Achievement Strong standard

Despite often having low starting points, pupils achieve above-national-average outcomes in national tests at the end of Year 6. This includes disadvantaged pupils, who achieve well above other disadvantaged pupils nationally. Leaders have recently made changes in the wider curriculum subjects so that pupils' learning continues to improve further across all subjects. These changes are still embedding. Nevertheless, pupils still develop knowledge consistently well and leave the school exceedingly well prepared for their next stage of education.

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Early years Strong standard

Leaders have designed a clear and progressive curriculum to ensure that children secure the knowledge and skills that they need in readiness for Year 1. Activities and learning opportunities are wide-ranging, interesting and link together thoughtfully to teach and reinforce the important knowledge that children should develop. As a result, children consistently develop secure knowledge across the curriculum, making excellent progress from their starting points.

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Early years Strong standard

Some children have gaps in their communication and language when they join the school. Staff are swift to identify these gaps, and any other needs that children may have. Developing communication and language is a priority. As soon as children enter Nursery they begin to enjoy stories, songs and rhymes. This helps to get them ready for learning the school's chosen phonics programme in Reception. The early years curriculum is centred around high-quality texts. Children explore these with enthusiasm through well-chosen activities that develop knowledge and skills across the curriculum. For example, in Reception, after enjoying a story about a caterpillar, children practised their fine motor skills by cutting and sticking the life cycle of a caterpillar into the correct order.

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Early years Strong standard

Children are engaged and happy to talk about their learning. Staff model and draw out rich language and encourage children to explore new activities. Children enjoy the activities provided, from improving their physical skills outside to engaging in role play. Throughout it all, staff provide highly effective support and care to help all children learn well.

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Inclusion Strong standard

Leaders have built a culture that welcomes and supports all pupils. Pupils’ needs are identified quickly and accurately. This includes any needs that disadvantaged pupils may have, as well as the needs of pupils with special educational needs and/or disabilities. Leaders take careful account of the views of parents and carers when assessing pupils' individual needs. Staff know pupils well and thoroughly understand the barriers that some pupils face.

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Inclusion Strong standard

Leaders provide highly effective support to reduce any barriers that pupils may face. This includes adaptations to help pupils to access learning successfully. Leaders forensically monitor the impact of this support and use this information to adjust provision as needed. Consequently, the support that pupils receive has a highly positive impact on their learning and wellbeing. Leaders also make effective use of support from external specialists to meet pupils' needs. For example, leaders work with the speech and language service to provide training for staff and bespoke programmes of support for pupils.

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Inclusion Strong standard

Leaders have thought carefully about how to provide more tailored support for individual pupils when needed. For instance, some pupils benefit from personalised learning plans that are meticulously designed to help them to make positive progress from their starting points. Leaders ensure that these pupils also access lessons and wider experiences alongside their peers whenever possible.

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Inclusion Strong standard

Leaders carefully plan for, and monitor, the use of additional funding, such as the pupil premium. This consistently helps to reduce any barriers to learning or wellbeing that disadvantaged pupils may have.

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Personal development and wellbeing Strong standard

Leaders have created a wide-ranging and interesting personal development programme that threads through the curriculum, assemblies and extra-curricular opportunities. They ensure that all pupils benefit from this extensive programme by successfully reducing any barriers to participation.

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Personal development and wellbeing Strong standard

The support and care for pupils’ wellbeing and mental health are of excellent quality. This includes, for example, providing a carefully designed, nurturing space for pupils to access if they are struggling to manage their emotions. Leaders use this provision thoughtfully, ensuring that staff work closely with pupils who may be feeling overwhelmed. Pupils value how the school makes this provision available to them should they need it.

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Personal development and wellbeing Strong standard

Pupils develop a detailed understanding of a wide array of important topics, which helps to prepare them incredibly well for life in modern Britain. This includes learning about different family structures and a wide range of beliefs and cultures. Pupils engage in debates about sensitive issues in a thoughtful and respectful manner. They value equality and diversity and see these as a strength of the school. Pupils develop a mature understanding of how to handle money sensibly. Older pupils visit a bank and learn about different careers in banking. Additionally, leaders provide a comprehensive programme of relationships and health education. Pupils know how to keep themselves healthy and safe, including online.

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Personal development and wellbeing Strong standard

Pupils are enthusiastic about the wealth of trips offered to enrich the curriculum, including to museums, places of worship and historical buildings. Pupils also benefit from learning from external visitors to the school. For example, they enjoyed a workshop about the impact of misinformation online.

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Expected standard

Pupils are exceedingly proud of their contribution to the life of the school. For instance, the ‘green team’ does litter picking around the premises and the local community and ‘play pals’ ensure other pupils are supported at lunchtime. Members of the pupil parliament are excited to share all the ways they are working to help improve the school.

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Attendance and behaviour Expected standard

Leaders have well-established systems to promote regular attendance at school. Pupils enjoy coming to school and understand it is important for their education. They appreciate rewards for good attendance, such as certificates and acknowledgement in a celebration assembly. Leaders work persistently to improve attendance. They monitor pupils' attendance carefully and take appropriate action if it dips. This includes offering support to parents and carers to help ensure their children are in school. Overall attendance is close to the national average. Persistent absence is still an issue for some pupils, but leaders continue to work closely with pupils and their families to enhance their understanding of the importance of regular attendance.

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Attendance and behaviour Expected standard

Pupils uphold consistently high standards of behaviour. Pupils move around the school quietly and sensibly, which helps to create a calm atmosphere. In lessons, they work collaboratively, and in the playground, they play happily together. Leaders have created a safe and cosy space that pupils can access if they are struggling to regulate their behaviour or emotions. If there is unacceptable behaviour, staff manage this effectively, including, for instance, helping pupils understand how this behaviour has affected other people. This encourages pupils to strive to improve next time. Pupils know that bullying is not tolerated and will be quickly dealt with. They understand the importance of tolerance and they show respect for the differences between people.

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Curriculum and teaching Expected standard

The curriculum is suitably ambitious. It has been carefully designed to ensure that pupils build on what they have learned over time. Leaders have a secure knowledge of the effectiveness of the curriculum. They ensure that staff have appropriate training and support to teach the curriculum well.

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Curriculum and teaching Expected standard

Pupils are taught to read effectively. They use their knowledge of phonics to read words accurately. If pupils fall behind in their reading knowledge, they receive effective support to catch up.

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Curriculum and teaching Expected standard

Teaching is typically effective. For example, most teaching models new learning clearly and uses appropriate resources to support pupils to grasp concepts. This then helps pupils to understand how to apply new knowledge themselves. In the main, staff emphasise extending pupils' vocabulary and spoken language. For instance, pupils engage in discussions about their learning. However, due to recent changes in the wider curriculums, there is occasional variability in the quality of teaching. For example, at times, some learning resources or explanations are not as clear or helpful as they could be in supporting the school's curriculum goals. Similarly, staff regularly check pupils’ understanding and typically identify and correct any gaps or misconceptions. However, on occasion, misconceptions are not addressed as rigorously as they could be.

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Curriculum and teaching Expected standard

Leaders ensure that highly effective support is provided for pupils with additional needs, including those with special educational needs and/or disabilities. Staff make appropriate adjustments to reduce barriers to learning successfully.

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Leadership and governance Expected standard

Leaders have a clear understanding of the school’s strengths and the areas that would benefit from further development. They show a detailed insight into the needs of pupils and have built positive partnerships with staff and the wider community. Leaders are always ready to act quickly to further improve pupils' learning. This reflects leaders' determination to provide a high-quality education for all pupils at their school.

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Leadership and governance Expected standard

Leaders provide staff with an effective professional development programme. This includes, for example, subject-specific training and guidance about how to better support pupils with additional needs. Leaders have made some changes to a few areas of the curriculum recently. While staff are adjusting to these changes, this has led to a little variability in the quality of teaching. Leaders are taking suitable action to ensure that teaching is of a consistently high quality across all subjects.

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Leadership and governance Expected standard

Governors are deeply committed to the school’s values, ethos and community. They bring expertise from a range of backgrounds, which enables them to work effectively with leaders to improve the school. Governors are always ready to challenge leaders, valuing how leaders welcome and respond to this challenge as an important part of the school's continuous improvement.

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Leadership and governance Expected standard

Leaders ensure that any decisions they make take staff's workload and wellbeing into account. Staff praise the support and training they receive. They feel valued and say that leaders provide a clear vision and structure for them to further strengthen their expertise.

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

Pupils are supported to succeed at this caring and inclusive school. The ‘Henry Green family’ ethos means that pupils have warm relationships with staff and treat each other politely and with respect. Pupils know that they can speak to staff if they have any concerns. Pupils said that staff keep them safe and will help to fix any issues they may have.

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

Pupils benefit from a broad and ambitious curriculum that is typically taught well. Leaders continually review the quality of the curriculum to identify any areas for improvement. Children in the early years benefit from particularly high-quality interactions and effective teaching. They are supported extremely well to build early reading skills. Pupils with additional needs, including those with special educational needs and/or disabilities, are also exceedingly well supported. Pupils of all ages are eager to learn. Leaders pay careful attention to pupils' mental health and wellbeing, as well as their academic attainment. This helps to ensure that pupils achieve highly and are consistently well prepared for their next stage of education.

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

Pupils understand leaders' high expectations of their conduct, and they comply with these. Staff apply the school's behaviour rules consistently and fairly. Pupils behave well and are considerate of others. Pupils said that bullying does not often happen. They trust staff to deal with it effectively if it does. Pupils understand the importance of attendance. Most attend school regularly.

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

Pupils enjoy the many opportunities that they have to enrich and expand their experiences beyond the curriculum. They eagerly participate in a wide range of clubs, including computing, cookery and gardening. Pupils develop a rich understanding of different faiths and cultures, which helps to prepare them well for life in modern Britain. Pupils also embrace opportunities to engage in charity events and community projects. They relish these opportunities to help others.

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Next steps

Leaders should continue to develop staff's expertise and knowledge of the new curriculums so that teaching is of a consistently high quality across all subjects. Leaders should ensure that assessment is used consistently well to identify and correct any errors or misconceptions in pupils’ learning at the earliest opportunity. Leaders should continue their work to improve attendance and lower persistent absence across the school, including for children in the early years, so that pupils benefit from all that the school has to offer.

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About this inspection

The chair of the board of governors in this school is Jackie Withnall.

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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, senior leaders and subject leaders during this inspection. Inspectors also held meetings with members of the governing body and a representative from the local authority.

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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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Team inspectors:

David Bryant, Ofsted Inspector Hayley McClenaghan, Ofsted Inspector Ian Scotchbrook, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 14 April 2026

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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 6 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 needs support 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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average

2024/25 (revised) 82% 75% 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

2023/24 (final) 76% 72% 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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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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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) 73% 63% 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) 69% 59% Close to average

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average

2023/24 (final) 65% 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) 71% 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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national average

2024/25 (2 term) 5.8% 5.2% Close to average

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national average

2023/24 (3 term) 5.1% 5.5% Close to average

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national average

2022/23 (3 term) 5.8% 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) 13.0% 14.6% Close to average

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national average

2022/23 (3 term) 17.1% 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

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 .

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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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