Dame Tipping Church of England Primary School, located in Havering-atte-Bower, Romford, Essex, was inspected on July 3 and 4, 2024. The overall effectiveness of the school was rated as good, with specific areas such as the quality of education, behavior and attitudes, leadership and management, and early years provision also receiving good ratings. Notably, personal development was rated as outstanding. This school is part of the LIFE Education Trust, which provides additional support and oversight through its chief executive officer and board of trustees.
The school community is described as friendly and welcoming, with pupils demonstrating politeness and kindness towards one another. They show a strong enthusiasm for learning and engage actively in their lessons. Older pupils take on roles as peer mediators, helping to foster friendships and positive interactions during break times. The curriculum has been developed to be broad and ambitious, with teachers displaying secure subject knowledge and confidence in delivering lessons. Pupils with special educational needs and disabilities receive particularly effective support to access the curriculum.
The school excels in promoting pupils' social, moral, spiritual, and cultural development. Pupils are encouraged to be active citizens, participating in community initiatives such as fundraising for local charities and engaging with residents in care homes. Leadership opportunities are available for pupils of all ages, helping them to build confidence and develop skills in public speaking and leadership. For instance, reading ambassadors in upper years assist in organizing the school library and read to younger students.
The curriculum is designed to be ambitious, allowing learning to build coherently over time. For example, in science, pupils progress from basic concepts in early years to more complex topics in later years. Teachers are knowledgeable about the curriculum and employ strategies to assess pupils' understanding at the beginning and end of topics. However, there are instances where some pupils may not be sufficiently challenged, and teachers may not always recognize superficial understanding, leading to unnoticed knowledge gaps.
Reading is prioritized across the school, with pupils encouraged to read widely from a diverse range of texts. The school has enhanced its book resources, providing a broader selection of authors and genres. In early years, stories are integrated into various activities, promoting creativity and engagement. Staff have received training in the phonics scheme, enabling pupils to make swift progress in reading. Those who struggle are quickly identified and provided with effective support to improve their skills.
Staff morale is high, with leaders actively working to reduce workload and support well-being. The school fosters a strong sense of community, with staff knowing pupils exceptionally well. A variety of educational trips and enrichment activities are offered, ensuring that all pupils have opportunities to engage in diverse experiences. However, attendance remains below the national average, and while leaders have identified barriers to attendance and provide support, there is a need for a stronger culture of good attendance among all pupils.
The school maintains high expectations for pupil behavior, resulting in focused lessons where pupils strive to do their best. Educational outings complement the learning experience, and older pupils participate in residential trips. Safeguarding arrangements are effective, ensuring a safe environment for all pupils. The inspection highlighted areas for improvement, particularly in ensuring that teaching is precise and that all staff have a deep understanding of the curriculum to support pupil learning effectively. Additionally, improving attendance through collaboration with families is essential for ongoing development.
