OFSTED

We are proud that Marsh Green Primary School continues to provide a good quality of education for our pupils. You can read our latest Ofsted inspection report by clicking the link below.

Click here to view the latest Ofsted Inspection Report

Click here to view Marsh Green Primary School on the Ofsted website

 

DfE School Performance Service

Click here to view Marsh Green Primary School on the DfE School Performance Service

 

2026 Achievement Data

Early Years Foundation Stage

	School			LBBD			National
	2024	2025	2026	2024	2025	2026	2024	2025	2026
Prime learning goals	59	67	66
Specific learning goals	59	61.5	66
All learning goals	59	61.5	66	65.3			66.2
Good Level of Development	59	61.5	66	67.2	67.9		67.7	68.3

*Local and National statistics released in November 2026

Children typically enter Marsh Green Primary School with skills and knowledge that are well below those expected for their age, particularly in communication and language, literacy, and personal, social and emotional development. Despite these low starting points, they make strong progress through high-quality teaching, a language-rich curriculum and targeted support.

The 2026 cohort included a high proportion of pupils with English as an Additional Language and a significant number of children with SEND, including five with complex high levels of need. Despite the increasing complexity of the cohort, children made strong progress from their individual starting points through the school's inclusive provision and targeted support.

The school's Early Years outcomes have improved steadily over the last three years. The proportion of children achieving the expected standard across the Prime Learning Goals increased from 59% in 2024 to 66% in 2026, while outcomes across the Specific and All Learning Goals also rose from 59% to 66% over the same period.

In 2026, 66% of children achieved a Good Level of Development (GLD), an increase of 7 percentage points since 2024. Although this remains slightly below the latest local authority (67.9%) and national (68.3%) averages, it reflects the strong progress children make from significantly below age-related expectations.

This improvement reflects a well-sequenced curriculum, high-quality interactions, effective assessment, strong partnerships with parents and carefully targeted support for all learners.

The introduction of Little Wandle Letters and Sounds is further strengthening early reading. The 2027 Year 1 cohort will be the first to have experienced the programme from the start of Reception, and the school expects this to have a positive impact on future outcomes.

 

Year 1 Phonic Screening Check

	School			LBBD			National
	2024	2025	2026	2024	2025	2026	2024	2025	2026
Working at the required standard Y1	69	53	75	80	79		80	80

*Local and National statistics released in November 2026

Early reading is a key priority at Marsh Green Primary School. We are committed to ensuring that every child develops the knowledge, skills and confidence to become a fluent, lifelong reader.

In the summer term of 2025, the school introduced Little Wandle Letters and Sounds Revised, a rigorous and systematic synthetic phonics programme, to further strengthen early reading provision. This decision reflects the school's commitment to providing every child with the strongest possible foundation for future learning and aligns with the national ambition that every child becomes a confident reader. As the Secretary of State for Education has stated, "Before a child can even begin to engage in everything their school offers, they must first be able to read."

Little Wandle places reading at the heart of the curriculum through:

• daily, high-quality phonics teaching;
• consistent assessment to identify misconceptions quickly;
• targeted intervention for pupils requiring additional support; and
• regular opportunities for every child to read with an adult at least three times each week.

The impact of this work is evident in the school's 2026 outcomes, with 75% of Year 1 pupils achieving the expected standard in the Phonics Screening Check. This represents a significant improvement on the previous year's outcome of 53%, demonstrating the positive impact of the new phonics programme in its first full year of implementation. Although the 2026 outcome remains slightly below the most recently published local authority and national averages (80%), it reflects strong progress following the introduction of the new approach.

The school recognises that phonics remains an important priority for continued improvement. Ongoing staff coaching, robust assessment, timely intervention and strong parental engagement will continue to support pupils in becoming confident and fluent readers.

Importantly, the pupils who completed the 2026 Phonics Screening Check did not experience the Little Wandle programme throughout their entire Reception and Year 1 journey, as it was introduced during the summer term of 2025. The 2027 Year 1 cohort will be the first to have benefited from the programme from the very beginning of Reception, providing greater consistency and continuity in phonics teaching. The school therefore expects this to have a further positive impact on phonics outcomes in future years.

 

Year 4 Multiplication Times Table Check (MTC)

	School			LBBD			National
	2024	2025	2026	2024	2025	2026	2024	2025	2026
Mean score	20	22.5	23	21.3	21.8		20.6	21
% Achieving 25/25	29	39	59	39	40.7		34	37

*Local and National statistics released in November 2026

Pupils at Marsh Green Primary School have demonstrated strong and improving performance in the Year 4 Multiplication Tables Check. The mean score has increased each year, from 20.0 in 2024, to 22.5 in 2025, and 23.0 in 2026. The proportion of pupils achieving full marks has more than doubled over the same period, rising from 29% to 59%.

In 2025, the school's mean score (22.5) exceeded both the Barking & Dagenham average (21.8) and the national average (21.0). While local and national comparison data for 2026 will not be published until November 2026, the school's further improvement to a mean score of 23 and 59% of pupils achieving full marks suggests that outcomes have continued to strengthen.

These results reflect the school's consistent focus on developing pupils' fluency and confidence in multiplication facts, providing a strong foundation for success in mathematics across Key Stage 2.

KS2 SATs

	School			LBBD			National
	2024	2025	2026	2024	2025	2026	2024	2025	2026
Reading EXP	77	77	73.2	73.9	78		74.1	75
Reading GD	23	26	17.9	27.2	36		28.3
Writing EXP	75	66	76.8	71.4	74		71.7	72
Writing GD	13	0	3.6	10.2	11		12.8
Maths EXP	83	89	78.6	74.9	78		73	74
Maths GD	31	21	19.6	28.5	33		23.7
GPS EXP	79	81	71.4	75.7	77		72.0	73
GPS GD	21	28	21.4	38.7	40		31.8
RWM EXP	69	58	67.9	62.2	66.4		60.6	62.2
RWM GD	10	0	3.6	7.2	8		7.7	8.4

*Local and National statistics released in November 2026

Key Stage 2 outcomes at Marsh Green Primary School continue to compare favourably with local and national averages in many areas. Although attainment varies between cohorts, reflecting the school's context and relatively small year groups, outcomes over time demonstrate consistently good performance and improving attainment.

The school's 2026 outcomes show a significant improvement in the combined measure of reading, writing and mathematics, increasing from 58% in 2025 to 67.9% in 2026. This represents an improvement of almost 10 percentage points and places the school above the most recently published local authority average (66.4%) and comfortably above the 2025 national average (62.2%).

Strengths

• Reading, writing and mathematics combined improved by almost 10 percentage points in 2026.
• Writing improved by over 10 percentage points in one year.
• Mathematics continues to perform strongly and remains above recent local and national averages.
• Outcomes remain resilient despite high levels of deprivation, significant pupil mobility and increasing SEND.

 

Next Steps

The school will continue to:

• increase the proportion of pupils achieving Greater Depth across all subjects;
• further strengthen reading comprehension and grammar outcomes;
• maintain the high standards achieved in writing and mathematics;
• ensure disadvantaged pupils and pupils with SEND continue to achieve well through targeted support and adaptive teaching.