The Ebbsfleet Academy

Southfleet Road, Swanscombe, Kent DA10 0BZ

Inspection dates 27–28 September 2016

Overall effectiveness Good

  • Effectiveness of leadership and management Good
  • Quality of teaching, learning and assessment Good
  • Personal development, behaviour and welfare Good
  • Outcomes for pupils Good

What does the school need to do to improve further?

  •  Further improve the quality of teaching and raise attainment for pupils who have special educational needs and/or disabilities, especially in mathematics.
  • Continue to improve pupils’ attendance and reduce persistent absence further, especially for disadvantaged pupils.
  •  Ensure that, across the curriculum, teachers challenge the most able to secure even better progress.

 

Mark Hall Academy

First Avenue, Harlow CM17 9LP

Inspection dates 17–18 May 2016

Overall  effectiveness Good

  • Effectiveness of leadership and management Good
  • Quality of teaching, learning and assessment Good
  • Personal development, behaviour and welfare Good
  • Outcomes for pupils Good

What does the school need to do to improve further?

  • The quality of leadership across all subject areas is not yet consistently strong.
  •  Members of the governing body have not challenged the school’s senior leaders with sufficient rigour in the past.
  • A few subject areas do not fully implement the school’s assessment policy.

 

Riverside School Thames Road,

Barking, IG11 0HZ

Inspection dates 3–4 June 2015

Overall  effectiveness Good

  • Effectiveness of leadership and management Good
  • Quality of teaching, learning and assessment Good
  • Personal development, behaviour and welfare Good
  • Outcomes for pupils Good

What does the school need to do to improve further?

  •  Students are not always required to use high level reasoning skills and develop a deep understanding of key ideas that will prepare them well for the demands and requirements of their GCSE courses. 
  • Some teachers’ marking and feedback to students is not always as effective as the best in the school. This slows the progress of a few students, particularly in science.
  • Leaders’ plans for improvement do not highlight all actions precisely enough