The R J Mitchell Primary School in Hornchurch, Essex, underwent an inspection on June 27 and 28, 2023, and received an overall effectiveness rating of Requires Improvement. The quality of education was also rated as Requires Improvement, while behaviour and attitudes, personal development, leadership and management, and early years provision were rated as Good. The school has a history of being rated Good in previous inspections, but recent changes in leadership and curriculum implementation have highlighted areas needing improvement.
New leadership has set high ambitions for pupils, aiming to create a curriculum that fosters enjoyment and achievement across all subjects. However, the curriculum is not yet fully embedded, leading to inconsistencies in what pupils learn and retain. While all pupils, including those with special educational needs and disabilities, have access to a broad and balanced curriculum, there is a need for higher expectations and better support for these students.
Pupil behaviour is generally conducive to learning, with a calm atmosphere observed during lessons and break times. Pupils engage positively with one another and utilize available resources effectively. Staff supervision is high, ensuring that any pupil needing support receives it promptly. Opportunities for pupils to take on responsibilities, such as becoming learning ambassadors, are available, and there is a strong appreciation from parents and carers regarding the care their children receive.
The school is actively working to enhance the curriculum's design and delivery, with some progress noted in early years and subjects like reading and mathematics. However, challenges remain in other subjects, where pupils do not consistently acquire knowledge in depth. The early years curriculum is well-structured, preparing children effectively for future learning.
The national curriculum is central to the educational framework for pupils in Years 1 to 6, with leaders focusing on what pupils should learn. Subject leaders are tasked with translating this vision into practice, ensuring teachers possess the necessary subject knowledge and pedagogical skills. Despite these efforts, the implementation of the curriculum is still in its early stages, and there are instances where teaching methods do not facilitate the retention of key knowledge.
Pupils receive effective early reading instruction, including phonics, with teachers trained to deliver the program successfully. However, there is less clarity regarding the selection of stories shared with pupils, which could better support their knowledge and language development.
Support for pupils with special educational needs is individualized and effective, with many learning the same curriculum as their peers. The resourced provisions for nursery-aged children and older pupils are particularly effective in meeting developmental needs.
Behaviour in the school is generally good, with minimal disruption to learning. Leaders are refining the behaviour policy to encourage greater pupil ownership of their conduct. The introduction of a new personal, health, and social education curriculum ensures that pupils learn about relationships, personal safety, and respectful interactions.
Leaders have invested significantly in staff professional development, focusing on curriculum delivery and pupil welfare. The governing body plays an effective role in holding leaders accountable and identifying areas for improvement.
The safeguarding arrangements at the school are effective, with a strong culture of safeguarding established. Staff receive regular training, and there is a clear process for reporting concerns. Leaders are particularly attentive to the needs of pupils in the resourced provision, ensuring their well-being is prioritized.
To improve, leaders must continue to establish curriculum aims across all subjects and enhance teachers' professional knowledge to ensure the curriculum is taught effectively. Additionally, there is a need for better alignment between teaching activities and the knowledge pupils are expected to learn, facilitating more purposeful learning experiences.
