Glebe Primary School

Glebe Primary School is a welcoming, happy school where pupils are proud of their school and respond well to high expectations. Inspectors found strong provision across education, behaviour and attitudes, personal development, leadership and management, and early years, with effective safeguarding. The school has improved since its previous requires improvement judgement, and leaders, trustees and governors have an accurate view of strengths and development areas. The school is part of Rayleigh Schools Trust and has a specially resourced provision for deaf pupils; teaching is adapted well so these pupils can access the ambitious curriculum. Pupils behave well, feel safe and enjoy positive relationships with staff. A strong reading culture, wide extra-curricular offer and well-planned personal development programme are notable strengths. However, in some subjects, assessment and feedback do not always give pupils clear guidance on how to improve, so some pupils do not deepen their learning as well as they might. There are also inconsistencies in the teaching of phonics in the early stages of reading, which means some pupils who have fallen behind may not develop fluency and language comprehension quickly enough.

Strengths

• Ambitious curriculum planned from Nursery through to Year 6
• Pupils behave well, feel safe and build positive relationships with staff
• Bullying is rare and dealt with quickly and effectively
• Strong reading culture with investment in library books and a book vending machine
• Effective personal development covering health, mental health, careers, cultures and British values
• Leaders, trustees and governors have an accurate view of the school and provide support
• Staff appreciate leaders’ consideration of workload
• Pupils with SEND, including deaf pupils, access the ambitious curriculum through adapted teaching
• Wide range of teams, clubs and leadership responsibilities for pupils
• Tenacious work with families and agencies to improve attendance
• High expectations and clear routines established in early years
• Effective safeguarding arrangements

Areas for Improvement

• Assessment and feedback in some subjects do not always give pupils clear guidance on how to improve work and develop ideas
• Some pupils do not deepen their learning and achieve as well as they might
• Inconsistencies in the teaching of phonics in the early stages of reading
• Some pupils who have fallen behind in reading may not develop fluency and language comprehension quickly enough

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 Glebe Primary School attended 94.4% of sessions (the national figure for primary schools was 94.8%). 14.2% 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, 2.0% of pupils at Glebe 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 Glebe Primary School had 21.3 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 6.2% 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, 13.4% of pupils at Glebe Primary School were on SEN support (nationally 15.4%) and 6.7% had an education, health and care (EHC) plan (nationally 4.1%).

The school has resourced provision with 17 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 primary schools. Counts are as published, with small numbers not hidden.

In 2024–25 Glebe Primary School received £7,174 and spent £6,953 for each of its 386 pupils. It ended the year with reserves of £508,000 (£1,316 per pupil).

Across all 2 schools of Rayleigh Schools Trust, income was £7,706 and spending £7,771 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). Academy figures include a share of the trust's central services, shared out by pupil numbers, and are rounded to the nearest £1,000. Premises costs were defined differently from 2024, so compare them across that gap with care.

• Primary Schools
• Secondary Schools

All schools in Rayleigh · Essex local authority: places and applications

Glebe Primary School is part of Rayleigh Schools Trust, which runs 2 schools. The nearest others:

• The Sweyne Park School Rayleigh

What is Glebe Primary School's Ofsted rating?

The latest Ofsted rating for Glebe Primary School is Good, from an inspection in November 2024.

When was Glebe Primary School last inspected by Ofsted?

Glebe Primary School was last inspected in November 2024.

How many pupils does Glebe Primary School have?

Glebe Primary School has 403 pupils on roll.

What age range does Glebe Primary School cover?

Glebe Primary School for pupils aged 2 to 11.

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

In 2025, 60% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Glebe Primary School?

Glebe Primary School is at Creswick Avenue, Rayleigh, Essex, SS6 9HG.