Henry Green Primary School

Henry Green Primary School is a larger-than-average primary school in a more deprived area. It performs strongly in several key areas: pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, achieve well above national averages by the end of Year 6 despite often low starting points. Early years, inclusion, and personal development and wellbeing are particular strengths, and safeguarding standards are met. The school is meeting expected standards in attendance and behaviour, curriculum and teaching, and leadership and governance. Behaviour is calm and respectful, reading and phonics are taught effectively, and leaders have a clear understanding of the school's strengths and areas for development. Recent changes to the wider curriculum are still embedding, which has caused some variability in teaching quality, and assessment is not always used sharply enough to correct misconceptions at the earliest opportunity. The main remaining concern is attendance: overall attendance is close to national averages, but persistent absence is above the national average and remains an issue for some pupils, including in the early years. Leaders are working to improve this and to embed the new curriculum so that teaching is consistently high quality across all subjects.

Strengths

• Pupils achieve above national average outcomes in reading, writing and mathematics at the end of Year 6.
• Disadvantaged pupils perform well above disadvantaged pupils nationally.
• The early years curriculum is clear, progressive and based on high-quality texts, helping children make excellent progress.
• Pupils with SEND and disadvantaged pupils are identified quickly and supported highly effectively.
• Personal development and wellbeing provision is excellent, including mental health support and a wide range of enrichment.
• Pupils behave well, are polite and respectful, and understand the school's high expectations.
• Reading and phonics are taught effectively, with good support for pupils who fall behind.
• Governors are committed, bring a range of expertise and challenge leaders effectively.
• Staff feel valued and benefit from an effective professional development programme.
• Pupils are well prepared for life in modern Britain through a rich programme of personal development and community involvement.
• Safeguarding standards are met, and pupils feel safe and know how to raise concerns.

Areas for Improvement

• Persistent absence remains above the national average and is an issue for some pupils, including in the early years.
• Recent changes to the wider curriculum have led to occasional variability in the quality of teaching.
• Some learning resources and explanations are not consistently clear enough to support the school's curriculum goals.
• Misconceptions in pupils' learning are not always addressed as rigorously as they could be.
• Assessment is not used consistently well to identify and correct errors or misconceptions at the earliest opportunity.
• Leaders need to continue developing staff expertise in the new curriculums so teaching is consistently high quality across all subjects.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Henry Green Primary School attended 94.1% of sessions (the national figure for primary schools was 94.8%). 16.9% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.2% of pupils at Henry Green Primary School were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Henry Green Primary School had 23.0 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 14.3% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 18.3% of pupils at Henry Green Primary School were on SEN support (nationally 15.4%) and 3.0% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Henry Green Primary School received £8,076 and spent £8,025 for each of its 437 pupils. It ended the year with reserves of £78,000 (£178 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Barking And Dagenham · Barking and Dagenham local authority: places and applications

What is Henry Green Primary School's Ofsted rating?

The latest Ofsted rating for Henry Green Primary School is Expected standard, from an inspection in September 2026.

When was Henry Green Primary School last inspected by Ofsted?

Henry Green Primary School was last inspected in September 2026.

How many pupils does Henry Green Primary School have?

Henry Green Primary School has 460 pupils on roll.

What age range does Henry Green Primary School cover?

Henry Green Primary School for pupils aged 3 to 11.

What are Henry Green Primary School's SATs (KS2) results?

In 2025, 77% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Henry Green Primary School?

Henry Green Primary School is at Green Lane, Dagenham, Essex, RM8 1UR.