Eastbrook School

Eastbrook School is a large, inclusive all-through school that has improved significantly following a period of leadership change. Safeguarding arrangements meet requirements, and pupils say they feel safe. Behaviour is a real strength: expectations are clear and applied consistently, pupils are focused in lessons and calm around school, and bullying is rare. Attendance has improved, including for disadvantaged pupils, pupils with SEND and those who were persistently absent, though persistent absence remains above national averages. Early years provision is particularly strong, and leaders' work on inclusion is highly effective, including through specialist SEND provisions and alternative provision. The curriculum is broad and ambitious, reading is taught well, and pupils' achievement is improving. Primary reading and writing outcomes are above national averages, and disadvantaged pupils in primary achieve well. Teaching quality has improved, but it is not yet consistent: checks on learning do not always identify or address misconceptions, and expectations for pupils' spoken responses vary. Published key stage 4 results and progress measures have been below national averages, although the report says these do not fully reflect current pupils' achievements. Post-16 provision is developing, with a broader course offer and skilled teaching, but historical A-level outcomes and value added have been below national averages. Personal development has gaps: pupils do not all understand some British values, such as individual liberty and the rule of law, or different relationships and family structures. Enrichment is developing and currently relies heavily on sport, with some pupils not taking part. Careers education and work experience are at an early stage, especially in the sixth form, and sixth-form students have a limited range of wider opportunities. The school is part of a soft federation with Barking Abbey School, has three resourced SEND provisions and uses four alternative provisions; the sixth form reopened in 2022 and new senior leaders were appointed in 2023.

Strengths

• Behaviour across the school is calm, consistent and a real strength.
• Pupils feel safe, know how to report concerns and trust adults to resolve them quickly.
• Attendance has improved for all pupils, including disadvantaged pupils and those with SEND.
• Early years provision gives children a flying start, with strong routines and high-quality language interactions.
• The early years curriculum is ambitious and well sequenced, especially for early reading, writing and mathematics.
• Inclusion is highly effective, with high ambition and tailored support for pupils with SEND and other barriers.
• Specialist SEND provisions and alternative provision are used effectively to help pupils engage and achieve.
• Leaders and governors have a clear understanding of priorities and have driven significant improvement after leadership change.
• Staff wellbeing and professional development are prioritised, and staff feel well supported.
• The curriculum is broad, ambitious and well designed to help pupils practise and embed knowledge.
• Reading is taught effectively, and pupils who struggle are supported to catch up.
• Primary reading and writing outcomes are above national averages.
• Disadvantaged pupils in primary achieve well compared with national averages.
• Pupils behave sensibly, are courteous and get on well together.
• Relationships with families and external agencies are strong and collaborative.
• Safeguarding standards are met with an open and positive culture.

Areas for Improvement

• Teaching is not consistently effective at checking pupils' understanding and addressing misconceptions.
• Expectations for the quality of pupils' spoken responses vary across staff.
• Pupils' understanding of some British values, including individual liberty and the rule of law, is not secure.
• Pupils do not all understand different relationships and family structures well enough.
• Enrichment is developing but is largely limited to sport, and some pupils do not access it.
• Personal development and enrichment are underdeveloped in the sixth form.
• Careers education and work experience are at an early stage, particularly in the sixth form.
• Sixth-form students have a limited range of wider opportunities and work experience.
• Published key stage 4 examination results and progress measures have been below national averages, although current pupils are improving.
• Post-16 historical achievement and A-level value added have been below national averages, although provision is developing.
• Persistent absence remains above national averages despite improvements.

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 Eastbrook School attended 90.8% of sessions (the national figure for secondary schools was 91.6%). 31.6% of pupils were persistently absent, missing at least one session in ten (nationally 23.4%).

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, 5.1% of pupils at Eastbrook School were suspended at least once (nationally 7.3%). 3 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 Eastbrook School had 16.1 pupils for each teacher (the national figure for secondary schools was 16.7). Of its teachers in 2024–25, 11.9% were no longer at the school a year later (nationally 14.1%).

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, 6.7% of pupils at Eastbrook School were on SEN support (nationally 14.1%) and 7.3% had an education, health and care (EHC) plan (nationally 3.5%).

The school has a SEN unit with 7 pupils and resourced provision with 78 pupils.

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 secondary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Eastbrook School received £10,450 and spent £10,997 for each of its 1,324 pupils. It ended the year with a deficit of £1,875,000 (-£1,416 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 Eastbrook School's Ofsted rating?

The latest Ofsted rating for Eastbrook School is Expected standard, from an inspection in January 2026.

When was Eastbrook School last inspected by Ofsted?

Eastbrook School was last inspected in January 2026.

How many pupils does Eastbrook School have?

Eastbrook School has 1,320 pupils on roll.

What age range does Eastbrook School cover?

Eastbrook School for pupils aged 4 to 19.

What are Eastbrook School's GCSE results?

In 2026 its average Attainment 8 score was 39.6, and 36% of pupils achieved grade 5 or above in both English and maths GCSE.

What are Eastbrook School's SATs (KS2) results?

In 2025, 65% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Eastbrook School?

Eastbrook School is at Dagenham Road, Dagenham, Essex, RM10 7UR.