An Upminster school has “rapidly improved” and is making good progress
14:01 22 February 2013
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A school which was rated inadequate two years ago has “rapidly improved” has received a good rating.
Corbets Tey School, in Upminster was given the lowest rating for its overall effectiveness and education watchdog Ofsted gave it a notice to improve.
In the latest report inspectors praised the headteacher Emma Allen and leadership team for making sure that the school has “improved quickly and has a clear plan for continuing improvement.”
The governing body was praised for supporting and challenging the school well.
Inspectors said pupils achieve well and all groups of pupils make good progress and some make outstanding progress.
The report added: “All pupils share a real keeness to learn. The school’s focus on improving skills in literacy, mathematics and other life skills is very effective”.
Teaching was rated mainly good and some was outstanding, and the report added “there are very good relationships between staff and pupils”.
Pupils were noted for being considerate and respectful to each other in and out of lessons.
Inspectors suggested that teachers and leaders check that there is a good balance between social and academic targets for each pupil.
The report said Mrs Allen provides strong leadership and with the deputy headteacher she has been “extremely effective in raising expectations and ambition across the school”.
One of the improvements that helped the school’s rating was the good processes in place for evaluating the work of the school, which they said has had a “noticeable effect”, especially on the quality of teaching and on pupils’ progress.
This includes the management of teachers’ performance, and looking at pupils’ progress.
And changes to the lessons, like making them more fun and creative, has had an impact on pupils’ achievement, attendance and enjoyment.
Another improvement included governance, which has strengthened over the past 18 months. The governing body was described as “well informed” and have a good grasp of the school’s performance information. They also ask challenging questions of the headteacher and senior staff and hold the school to account for teaching quality and pupils’ achievement.