Noak Bridge Primary School

Noak Bridge Primary School

Address: Coppice Lane, Basildon, Essex, SS15 4JS Unique reference number (URN): 144086

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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 Expected standard

The outcomes pupils achieve are generally positive. Attainment by the end of key stage 2 is significantly above national averages in reading and combined reading, writing and mathematics. It is also above average in writing, mathematics and grammar, punctuation and spelling. Leaders have an accurate understanding of areas where outcomes can improve further, such as phonics and multiplications, and have implemented appropriate actions.

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Achievement Expected standard

Pupils are prepared well for the next stage beyond primary education. They demonstrate positive attitudes to learning and confidence in discussing their work. Early reading is established successfully, ensuring that younger pupils develop the literacy skills needed to access the wider curriculum.

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Achievement Expected standard

Pupils achieve well across a broad range of subjects and access a curriculum that supports their academic and personal development. Assessment systems are used effectively to identify needs and provide timely interventions, with programmes demonstrating positive impact. Pupils catch up quickly and respond positively to the support they receive.

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Attendance and behaviour Expected standard

Attendance is broadly in line with national figures, and persistent absence is slightly below national levels. Leaders demonstrate a detailed understanding of attendance patterns and the specific barriers affecting individual pupils and groups. Leaders are particularly focused on supporting pupils who face barriers to regular attendance and adopt a persistent yet flexible approach when working with families. Attendance for pupils with special educational needs and/or disabilities (SEND) compares favourably with national figures. This demonstrates the effectiveness of the tailored support and adjustments provided. Although attendance for disadvantaged pupils remains the school’s key area for improvement, leaders have implemented targeted support and challenge to address barriers and improve engagement. Leaders are securing gradual improvements while maintaining high expectations for regular attendance.

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Attendance and behaviour Expected standard

Pupils behave well in lessons and around the school, demonstrating positive attitudes to learning. They show kindness and respect towards one another. Relationships between staff and pupils are warm and supportive, helping pupils to feel safe, valued and confident. Leaders take a proactive and inclusive approach to behaviour. Staff receive ongoing training in behaviour management, de-escalation and self-regulation strategies. Pupils with SEND benefit from personalised plans, targeted support and carefully considered adaptations. Leaders place a strong emphasis on prevention, emotional wellbeing and early intervention through approaches such as daily check-ins and pastoral support. Processes for identifying and addressing bullying and other concerns are well established and implemented consistently. These incidents are extremely rare.

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Curriculum and teaching Expected standard

Leaders place a strong emphasis on securing essential knowledge and skills. Pupils benefit from regular opportunities to revisit and consolidate prior learning. This helps them to develop secure foundations for future success. Assessment information is used effectively to identify pupils requiring additional support, and interventions in phonics, reading and mathematics are having a positive impact.

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Curriculum and teaching Expected standard

The intended curriculum is delivered effectively across a broad range of subjects. Leaders have strengthened literacy development through daily writing opportunities, the promotion of subject-specific vocabulary and extended writing across foundation subjects. Pupils are provided with opportunities to develop knowledge progressively across the curriculum and apply their learning in different contexts.

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Curriculum and teaching Expected standard

Teaching is typically effective and enables pupils to engage successfully with learning. Positive relationships, clear explanations and effective modelling are evident across lessons. Teachers use questioning, assessment and feedback effectively to check understanding and address misconceptions. Pupils are generally engaged in purposeful learning and demonstrate secure understanding of key concepts.

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Curriculum and teaching Expected standard

Teachers adapt learning effectively to ensure pupils with special educational needs and/or disabilities can participate fully alongside their peers. Scaffolds, working walls, manipulatives, talk partners and visual resources are used well to support understanding and promote independence. Where extended writing presents a barrier, pupils are provided with alternative ways to demonstrate their understanding without limiting access to the curriculum.

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Early years Expected standard

Leaders have created a welcoming, nurturing and inclusive early years environment that provides children with a positive start to their education. Careful transition arrangements, including positive engagement with families and close liaison with the special educational needs coordinator, help children settle quickly. They build positive relationships and begin school with confidence.

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Early years Expected standard

The early years curriculum is thoughtfully designed across all 7 areas of learning, with clear progression. There is a clear focus on vocabulary development. Learning opportunities are purposeful and well sequenced. Activities promote exploration, creativity and early skill development. Children complete tasks to develop mathematical reasoning, storytelling, construction and role play.

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Early years Expected standard

Teaching supports children’s engagement and progress effectively. Adults know children well and provide appropriate support and challenge through both adult-led and child-initiated activities. As a result, children develop communication, thinking and learning behaviours successfully and leave Reception Year with secure foundations for the next stage of education.

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Early years Expected standard

Leaders accurately identify strengths and areas for development. They have recognised the need to further strengthen adult–child interactions, particularly to extend language and deepen thinking. Appropriate actions, including professional development and external support, are already underway. Children’s wellbeing is promoted. They are happy, enthusiastic learners who demonstrate confidence, positive behaviour and secure relationships with adults and peers.

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Early years Expected standard

Inclusive practice is a feature of the provision. Children with special educational needs and/or disabilities are supported well through personalised planning, appropriate adaptations and targeted support. This ensures children can access learning alongside their peers and participate fully in school life.

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Inclusion Expected standard

Inclusion is underpinned by leaders’ detailed knowledge of individual pupils, high aspirations and commitment to removing barriers to learning. Leaders identify needs accurately through effective assessment, monitoring and screening processes, ensuring that concerns are recognised early and responded to appropriately. Leaders work effectively with a range of external professionals, enabling pupils and staff to benefit from specialist advice and support.

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Inclusion Expected standard

The pupil premium strategy is informed by research and school evidence to help support disadvantaged pupils. Provision is reviewed regularly and adapted in response to emerging needs and evidence. Leaders track engagement carefully and take action to remove barriers and improve outcomes. Pupils with special educational needs and/or disabilities are fully included in school life and access learning successfully alongside their peers.

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Inclusion Expected standard

Adults know pupils well and have a secure understanding of their strengths, needs and next steps. Adaptations, communication supports, targeted interventions, individual strategies and reasonable adjustments enable pupils to participate positively. Pupils progress well from their starting points, developing independence, confidence and less reliance on adult support over time.

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Inclusion Expected standard

Leaders adopt a highly individualised and needs-led approach to supporting vulnerable pupils. Support is adapted in response to pupils’ changing circumstances. This ensures that those facing additional challenges receive appropriate and timely intervention. Provision for pupils new to English and other vulnerable groups is thoughtful and responsive, while systems to identify and support young carers are being developed proactively.

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Leadership and governance Expected standard

Leadership is reflective and firmly focused on securing continual improvement in the best interests of pupils. Leaders demonstrate an accurate understanding of the school's strengths, priorities and areas requiring further development. They have a detailed understanding of vulnerable pupils and ensure that staffing, resources and external partnerships are deployed effectively. This helps to remove barriers to learning and improve outcomes.

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Leadership and governance Expected standard

Governance provides effective strategic oversight and constructive challenge. Governors have a detailed understanding of the school's performance through regular monitoring visits and engagement with leaders, staff and pupils. They share leaders' ambition for improvement and hold school leaders appropriately to account for standards. Trust leaders provide strong support while respecting the school's individual identity and autonomy.

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Leadership and governance Expected standard

Leaders demonstrate a clear commitment to staff wellbeing and are mindful of workload when implementing school improvement priorities. Staff describe leaders as approachable, supportive and responsive. Professional development is closely aligned to identified priorities for improvement. Leaders invest strategically in specialist training, coaching, peer review and collaboration. Staff have access to professional learning opportunities that support the continual development of their expertise and practice.

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Leadership and governance Expected standard

Leaders have established partnerships that enhance provision and support for pupils. Effective collaboration with the trust, external agencies and professional networks strengthens school improvement. Leaders access additional expertise and resources that contribute positively to pupils' experiences and outcomes.

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Leadership and governance Expected standard

Parents are overwhelmingly positive about the school's caring ethos, inclusive culture and support for pupils with additional needs. They value the school's commitment to wellbeing and inclusion and recognise the positive relationships between staff and pupils. Leaders have fostered a culture where collaboration with families, professionals and the wider community supports both pupil wellbeing and school improvement.

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Personal development and wellbeing Expected standard

Leaders have established a coherent, well-sequenced programme that supports pupils’ personal growth, emotional wellbeing and preparation for life beyond school. Important themes are revisited and developed over time, enabling pupils to build their understanding progressively. Wellbeing initiatives such as self-help resources help pupils develop self- awareness, resilience and emotional regulation.

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Personal development and wellbeing Expected standard

The school’s personal development programme is effective, and the relationships and sex education and health education curriculum meets statutory requirements. Pupils demonstrate a secure understanding of personal safety, healthy relationships, emotional wellbeing and respect for others. They can discuss a wide range of topics confidently, including online safety, road and water safety, healthy lifestyles, discrimination and privacy.

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Personal development and wellbeing Expected standard

The programme supports pupils’ social and moral development effectively. Pupils demonstrate respect for others and understand the importance of inclusion. They develop awareness of different experiences and perspectives. They have a secure understanding of protected characteristics and the need to challenge discrimination. Pupils understand democracy and the purpose of voting and pupil representation, although their understanding is less well developed than their knowledge of personal safety, wellbeing and inclusion.

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Personal development and wellbeing Expected standard

The school’s inclusive ethos is reflected strongly in pupils’ experiences. Pupils report that they feel happy and well supported. Pupils speak positively about the support available to them and feel confident that adults will help them if they have concerns. They describe a culture where everyone is treated equally and differences are respected. Opportunities such as the ‘Different Patches’ pupil group increase awareness of autism, disability, medical conditions and deafness. This helps pupils develop empathy, understanding and acceptance of others. Leaders monitor participation carefully, including for disadvantaged pupils and pupils with special educational needs and/or disabilities. This ensures equitable access to enrichment and leadership opportunities and wider school experiences. As a result, pupils from different backgrounds and with differing needs are able to participate fully in school life. These

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Personal development and wellbeing Expected standard

experiences help pupils develop confidence, aspiration, responsibility and a sense of belonging.

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

Pupils at Noak Bridge Primary School are kind and caring and look out for one another. They behave well in lessons and around the school, demonstrating positive attitudes towards learning and respectful relationships with others. High expectations and consistent support help pupils feel secure and ready to learn. Pupils say that bullying does not happen at their school, where culture, kindness, respect and inclusion are central to daily life.

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

Pupils achieve well and enjoy learning within a curriculum that is broad, inclusive and increasingly ambitious. Across lessons, they engage positively, demonstrate secure understanding of key concepts and discuss their learning. Teaching is characterised by positive relationships. Pupils learn in an environment where they feel confident to ask questions and are not afraid to get things wrong. This is because teachers model positive attitudes effectively, which helps pupils develop empathy.

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

Pupils with special educational needs and/or disabilities, disadvantaged pupils and those facing other barriers to learning are supported effectively. Staff know pupils well, enabling barriers to learning and wellbeing to be identified and addressed quickly. Pupils think it is important that everyone has an understanding of barriers and challenges. Self-created pupil groups, such as ‘Different Patches’, promote awareness, inclusion and appreciation of diversity.

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

Relationships between pupils and staff are consistently positive, respectful and trusting. Pupils describe adults as approachable and supportive. This strong sense of belonging contributes significantly to pupils' confidence, wellbeing and engagement. Beyond the classroom, pupils benefit from opportunities that enrich their experience. They participate in clubs, sports, leadership roles, fundraising activities and trust-wide events. These experiences help pupils develop confidence, responsibility and a strong sense of community.

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

Pupils feel safe and have a secure understanding of how to keep themselves safe in a wide range of situations. They know who to approach if they have concerns and trust adults to listen and help. Safeguarding is embedded throughout the school through secure relationships, effective pastoral care and a well-planned personal development programme.

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Team inspectors:

Susan Sutton, Ofsted Inspector Tessa Holledge, His Majesty's 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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Next steps

Leaders should ensure that all staff in the early years consistently engage all children in meaningful interactions throughout the day, including during routines and informal times, to further enhance the planned curriculum. Leaders should continue to focus on improving achievement in phonics and times tables to ensure equally high attainment across all areas.

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About this inspection

This school is part of the CRESCO Multi Academy Trust, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Damian Pye, and is overseen by a board of trustees, chaired by Judith Gibbon.

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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 members of the school's leadership, the chair of the trust, governors, including the chair, and the CEO.

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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 currently uses no alternative provision.

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About this inspection

Headteacher: Lisa Patient The inspector(s) used this data during the full inspection on 9 September 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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average

2023/24 (final) 54% 61% Close to average

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average

2022/23 (final) 66% 60% Close to average

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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

2023/24 (final) 71% 74% Close to average

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average

2022/23 (final) 72% 73% 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) 71% 72% Close to average

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average

2022/23 (final) 76% 71% 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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average

2023/24 (final) 71% 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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Disadvantaged pupils reaching the expected standard in reading

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

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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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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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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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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 (3 term) 5.4% 5.2% Close to average

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national average

2023/24 (3 term) 5.7% 5.5% Close to average

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national average

2022/23 (3 term) 5.6% 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

2024/25 (3 term) 11.4% 13.0% Close to average

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national average

2023/24 (3 term) 13.0% 14.6% 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. 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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