The report has come as a crushing blow to the headteacher, Lorna Handscomb, who has dedicated herself to education in Harlow for many years.
YH attempted to contact Ms Handscomb but understand that she is absent on sick leave for some time.
The report states:
1. Attainment at the end of Years 2 and 6 is below average and pupils do not make enough progress in English and Mathematics.
2. Children in the Early Years Foundation Stage made very slow progress in reading, writing and mathematics in the last two years. They are not taught phonics (the sounds that letters make) well enough until Year 1.
3. Pupils who need extra support make slower progress than others in writing and mathematics. In some classes pupils supported by the pupil premium are not doing as well as other pupils.
4. Teachers do not use assessment information to set work at the right level. Expectations of what pupils can achieve are often too low.
5. In the majority of lessons work is either too easy or too hard, particularly for less-able pupils. As a result, while general behaviour is very good, too many pupils switch off from their learning.
6. Teachers do not give pupils enough opportunities to use their writing skills in other subjects or apply mathematical skills to solving real-life problems.
7. Marking is not used consistently to tell pupils how to improve their work.
8. The curriculum is inadequate because not enough time is allocated to the teaching of reading, writing, mathematics and social, spiritual, moral and cultural development.
9. Senior leaders have not made the necessary changes to improve teaching or pupils’ progress.
10. Governors are not active enough in securing improvements. They do not have all the information they need to hold the school to account for pupils’ attainment and progress.
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