Leigh North Street Primary School

Leigh North Street Primary School

Address: North Street, Leigh-on-Sea, Essex, SS9 1QE Unique reference number (URN): 114774

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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

Overall, pupils achieve well. Over time, pupils typically achieve in line with and in some cases above the national averages. This achievement is reflected in pupils' understanding in different subjects. For example, pupils use their understanding of how to code during computing lessons to complete increasingly complex work. Pupils with special educational needs and/or disabilities also achieve well. They make progress from their various starting points and achieve their targets as set out in education, health and care plans where appropriate.

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Achievement Expected standard

Pupils enjoy reading and quickly secure the knowledge they need to become confident and fluent readers. Pupils also secure the important building blocks of knowledge they need in mathematics. Pupils generally write well. However, the new approaches to the teaching of writing are not embedded as consistently well as leaders want. Sometimes, pupils do not apply their understanding of handwriting, grammar, punctuation or spelling as well as they might.

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Attendance and behaviour Expected standard

Leaders and staff recognise the importance of promoting regular attendance. There are established systems in place to ensure attendance is a high priority. The pastoral team works together closely to identify pupils with concerning attendance. They work effectively with families to help to remove the barriers pupils face. Staff ensure they keep a close eye on the impact of the support they provide. Pupils who need to improve their attendance do so. Consequently, absence and persistent absence are consistently below the national averages and have been over a sustained period of time.

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Attendance and behaviour Expected standard

Pupils generally behave well. This begins at the start of the day where pupils calmly enter school ready to start their learning. Pupils want to achieve well and, overall, show positive attitudes towards their studies. Leaders have refined some of their approaches to managing behaviour. Staff typically understand these approaches and apply them consistently well. This means pupils experience a calm learning environment where they can focus on their work. Behaviour is positive during pupils' social times. Pupils enjoy chatting while eating their lunch or playing together on the playground. Bullying is a rare occurrence. Should a pupil need help to improve their behaviour, leaders and staff typically do this well.

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Curriculum and teaching Expected standard

Leaders have worked effectively to make improvements to the curriculum over the past year. For example, a newly introduced approach to the teaching of phonics is well embedded across the school. Leaders provide useful, ongoing training to staff. This helps them to, overall, have the subject knowledge they need to teach the curriculum effectively. For example, staff help pupils to understand how new learning builds on their prior knowledge. However, sometimes, there are inconsistencies in how well staff adapt their teaching. At times, some pupils need content to be revisited while others are ready to move on to new learning sooner. Staff teach pupils the important building blocks of mathematical knowledge they need. This helps pupils when they encounter more complex mathematical problems later on. Leaders have identified the need to provide more consistent guidance to staff in how to teach writing. This is because of some inconsistencies previously. Leaders have recently introduced new

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Curriculum and teaching Expected standard

approaches to the teaching of important writing knowledge such as handwriting, grammar, punctuation and spelling. Leaders understand the need to ensure these approaches are consistently understood and embedded across the school.

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Early years Expected standard

Leaders prioritise children getting off to a good start in the Reception Year. Staff quickly get to know children and their specific needs. This helps staff to put in place effective support so that children quickly settle into the life of the school. Children quickly learn important routines and this helps them to settle to their learning well. For example, children sit together to chat about their day while enjoying their morning snack. This also helps to quickly build positive relationships.

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Early years Expected standard

Staff understand how to help children to develop their language and communication. Staff carefully narrate children's learning as they play. They also explain the purpose of activities clearly. Staff engage children in meaningful conversations. This all helps to expand children's vocabulary. It also supports children to develop their independence.

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Early years Expected standard

Staff are skilled at teaching children the building blocks of knowledge in reading, writing and mathematics. For example, they use the school's approach to the teaching of phonics consistently well. This means children quickly begin to learn the sounds that letters make. They then blend these sounds together to read new and unfamiliar words accurately. Children, overall, learn effectively across all areas of learning. This means children are well prepared as they transition into Year 1.

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Inclusion Expected standard

Leaders have oversight of the effectiveness of the support that pupils who face barriers to their learning or wellbeing receive. They have set up clear systems to identify the needs of pupils quickly and clearly. Leaders provide staff with useful information and training. This helps staff to understand how to support pupils who face barriers to achieving well. Staff, typically, put in place appropriate support when pupils need it. For example, staff use specific resources to support pupils with special educational needs and/or disabilities (SEND) to learn well. This includes pupils with SEND who sometimes use the school's internal provision the cove. Here, pupils are effectively supported to develop their language and communication skills. This helps the pupils to achieve well across the curriculum.

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Inclusion Expected standard

Leaders engage well with other professionals. They listen to the advice of experts and act on it accordingly. This helps staff to put in place the specific strategies some pupils need. This includes for disadvantaged pupils. The pupil premium strategy clearly identifies where pupils need extra support to close any knowledge gaps. Staff understand how to help disadvantaged pupils to close these gaps. For example, they help pupils to broaden their language through teaching subject-specific vocabulary.

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Leadership and governance Expected standard

Leaders, including governors, understand what the school does well and where improvements are needed. Governors have systems in place to check on the impact of leaders' work. They are in the process of refining their monitoring to help them better understand the impact of leaders' actions. Leaders have introduced many new initiatives across different areas of the school. They have had success with much of this work. Leaders understand the importance of ensuring they check, with precision, how consistently these initiatives are having the impact they want. This is so they can adapt and adjust their priorities for school improvement to further strengthen the quality of education which pupils receive.

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Leadership and governance Expected standard

Leaders have managed a period of change. There has been some instability. This includes changes to leadership and staffing and the school's approach towards managing behaviour. Many parents and carers are positive about the school. However, some are frustrated by changes that have happened and the way they have been communicated. Leaders acknowledge the importance of strengthening the way they work with parents to communicate some of the new approaches taken at school.

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Leadership and governance Expected standard

Leaders provide relevant training for staff. They focus this training on school improvement priorities such as the new approaches to behaviour and the teaching of phonics. Staff appreciate the opportunities for professional development. Most staff value the way leaders support them with their workload and wellbeing. Staff are proud to work at the school.

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Personal development and wellbeing Expected standard

Leaders have ensured that the personal, social, health and economic (PSHE) education curriculum is well designed to provide pupils with the knowledge they need. Pupils secure their understanding of this knowledge well. For example, pupils understand what constitutes a healthy relationship. They know why these types of relationships are important. Pupils also understand how to keep themselves safe. This includes when they are in the community and when they are online. Additional workshops focused on online safety help to further strengthen this understanding.

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Personal development and wellbeing Expected standard

The PSHE curriculum works effectively alongside the wider offer. Leaders have reviewed the way they enrich the curriculum. They have considered how to better align this to pupils' interests and aspirations. Pupils are excited at the chance to take on leadership roles and responsibilities, for example. Trips to places of interest, such as to the Imperial War Museum Duxford, help to bring the curriculum to life. They also open pupils' eyes to new experiences. The club and curriculum offer helps pupils to practise existing and learn new talents. Pupils are proud to perform on stage at the Cliffs Pavilion or represent their school in athletics competitions. Leaders ensure that disadvantaged pupils benefit from this offer.

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Personal development and wellbeing Expected standard

Pupils learn about important values. They understand what democracy is and why it is important. Pupils value learning about different faiths during religious education lessons. They are clear on the importance of listening to, and respecting, those who hold different beliefs to their own. The pastoral team provides effective support for pupils who need something extra. This offer has been enhanced through utilising space across the school for extra help such as in the harbour. This all helps to build pupils' confidence and self-esteem.

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

Pupils enjoy attending Leigh North Street. They are proud to show their 'ASPIRE' values during the day. For example, pupils know how to persevere when they find things tricky. Pupils understand why being respectful towards those who are different from them is important. For example, they relish learning about the differences in their school, local community and wider world. They show respect towards these differences.

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

If a pupil faces a barrier towards their learning or wellbeing, leaders identify these barriers quickly. Staff typically put in place the support these pupils need. This helps pupils to achieve well. When a pupil faces barriers towards attending school, leaders put in place the right support, at the right time. As a result, most pupils attend school every day.

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

Pupils enjoy the increased opportunities for enrichment that leaders have recently introduced. They particularly enjoy the opportunities to attend residential trips. These provide pupils with memorable moments from their time at primary school. Pupils enjoy being together. They enjoy playing cooperatively during break and lunchtime. Pupils look after each other and include each other in their games on the playground. Bullying is rare. Should it happen, staff deal with it quickly.

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

Typically, staff have high expectations for what pupils can achieve. These high expectations include for children in the Reception Year. Children quickly settle into the routines and expectations of the classroom. They are excited to start to learn to read during phonics lessons. Pupils across the school are often motivated to work hard in lessons. They are eager to find out more about the subjects they study. Pupils are excited by completing scientific experiments or learning to sketch and draw in art, for example. Overall, pupils learn effectively across the curriculum. They leave Leigh North Street well prepared for secondary school.

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Next steps

Leaders should ensure that staff have a more consistent understanding of how to adapt their teaching to help all pupils secure and deepen their understanding of important knowledge. Leaders should ensure that the new approaches to the teaching of writing are consistently implemented by staff. Leaders, including governors, should ensure their systems for checking on aspects of the school provide them with all the information they need to adjust future school improvement priorities as needed.

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Lead inspector:

Michael Williams, His Majesty's Inspector

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Team inspectors:

Ania Vaughan, Ofsted Inspector Nicola Shadbolt, Ofsted Inspector Caroline Crozier, 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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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 9 September 2026 Leaders should ensure they strengthen their approaches towards working with parents and carers so that any changes are communicated more effectively.

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About this inspection

The chair of the board of governors in this school is Anthony Cole.

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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 met with the headteacher, deputy headteacher, special educational needs and/or disabilities coordinator, staff, governors, pupils and 2 representatives working on behalf of 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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About this inspection

There have been some recent changes to staffing, including a change to the way the senior leadership team is structured.

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About this inspection

The school offers before- and after-school childcare for pupils attending the school. It is run by staff and overseen by the governing body.

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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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national average

2024/25 (final) 57% 62% 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

2024/25 (final) 73% 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

2024/25 (final) 71% 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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average

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

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average

2022/23 (final) 50% 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

2023/24 (final) 62% 62% 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

2023/24 (final) 69% 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) 54% 59% Close to average

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average

2022/23 (final) 63% 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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Persistent absence

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

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Exceptional

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

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Strong standard

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

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

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

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Urgent improvement

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

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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