Maple Grove Primary School Review 2026, High expectations and strong Key Stage 2 outcomes in Pitsea

In a busy part of Pitsea where family life runs on school drop offs, train timetables, and after school logistics, Maple Grove Primary School offers a clear promise, children are expected to work hard, behave well, and take pride in their progress. The school is part of the Lion Academy Trust, and its ethos places values and achievement side by side, with the Maple Grove Five Ways (Aspiration, Responsibility, Respect, Honest, Kindness) as a simple language pupils can understand and adults can reinforce.

The latest Ofsted inspection (14 and 15 September 2021) judged the school Good across all graded areas, including quality of education and early years.

On outcomes, the 2024 Key Stage 2 picture is unusually strong for a state primary. An impressive 86.67% reached the expected standard in reading, writing and maths combined, compared with an England average of 62%. At the higher standard, 33.33% achieved greater depth in reading, writing and maths, far above the England average of 8%. (These are the figures parents most often use to sense check academic pace.)

For families juggling work and childcare, wraparound provision is a real practical advantage here. Breakfast, after school, and holiday provision are offered, with published session times and prices, which removes guesswork at budgeting time.

This is a school that frames itself around purposeful routines and shared expectations. The Vision and Ethos statement is explicit about creating a kind, safe and stimulating environment, while keeping aspirations high for behaviour and achievement. It also signals a technology enabled approach, with an emphasis on digital citizenship and online safety lessons as part of developing pupils’ sense of self.

That combination, calm order and modern tools, is echoed in the most recent inspection narrative. Pupils are described as proud of their school, and behaviour is presented as consistently positive, with staff taking a steady, caring approach. Bullying is described as rare, and pupils are presented as confident that adults will resolve issues quickly and fairly.

There are two other distinctive cultural signals worth noting. First, leadership and communication are treated as taught skills, not just “nice to have” extras. The report describes pupils learning leadership through the school council. Second, there is a named discussion routine, the school’s ‘a, b, c’ approach of adding to, building on, and challenging other people’s ideas. That is the sort of simple classroom protocol that can raise the quality of talk and help quieter pupils participate.

Leadership is currently under Simon Remmer, listed as Head of School on the school site and as Head Teacher on the Trust’s school profile. Search results for the school’s leadership page also indicate he joined in June 2025, so this review should be read with an understanding that strategic priorities may still be bedding in under relatively new leadership.

The headline message from the published performance data is that outcomes are strong, and they are not being driven by one subject alone.

Key Stage 2 outcomes

In 2024, 86.67% of pupils met the expected standard in reading, writing and maths combined. Compared with the England average of 62%, that is a very significant margin, and it will matter to parents who want to see a consistent baseline of competence across core subjects, not just a “spiky” profile where one area lags.

At the higher standard, 33.33% achieved greater depth in reading, writing and maths, compared with the England average of 8%. This points to genuine stretch for higher attaining pupils, not just secure basics.

Drilling down into the supporting indicators, the scaled scores were 107 for reading and 107 for maths, with 108 for grammar, punctuation and spelling. On the combined high score measures, 35.33% achieved a high score across reading, maths and GPS, and science is also strong, with 91% meeting the expected standard in science compared with an England average of 82%.

Rankings context (FindMySchool)

FindMySchool’s ranking places this school 2,749th in England for primary outcomes, and 3rd in Basildon. These are proprietary FindMySchool rankings based on official data. The England rank places the school above the England average, comfortably within the top 25% of schools in England.

A practical implication for families is that day to day teaching is likely to move at a brisk pace for a state primary, especially in Years 5 and 6. Children who enjoy clear goals and structured learning often thrive in that environment. For pupils who need more time to consolidate, the quality of targeted support and home school alignment becomes more important.

The curriculum intent is framed as ambitious and carefully sequenced. In the most recent inspection evidence, leaders are described as mapping out what children in Reception need to learn to be ready for Year 1, including very concrete foundations such as pencil grip for extended writing and art. That sort of detail suggests a school that takes early learning mechanics seriously, rather than rushing into surface coverage.

Reading is presented as a high priority across the whole community, with staff regularly sharing high quality books and teaching phonics with a focus on matching reading books to pupils’ taught sounds. This approach usually helps pupils build fluency without developing gaps that later show up as avoidance of longer texts.

There is also a clear emphasis on coherence across subjects. The inspection narrative describes links between subjects, for example, pupils using knowledge from history to support understanding in art. This matters because it helps learning stick. Children are more likely to remember material that is revisited in different contexts, and it helps pupils who may not see themselves as “academic” still feel successful because knowledge feels connected rather than random.

One useful note of realism for parents is that the same inspection evidence also highlighted an improvement need around staff confidence in subject content in some foundation areas, with assessment precision not always sharp enough in every subject. Schools often improve this through training, shared planning, and clearer success criteria over time. Families considering entry now should treat it as a question to explore on a tour, asking how subject leadership and assessment have developed since 2021.

As a primary school, the key transition point is Year 6 to Year 7. Admissions to secondary school in Essex are coordinated through the local authority, and the school’s admissions arrangements page signposts families to the same Common Application Framework route used across the county.

What parents usually want to know here is less about a single named “destination” and more about the likely pathways for different children. For many families in Pitsea and Basildon, the typical next step is a local state secondary, chosen through Essex coordinated admissions. For pupils who are academically confident and interested in selective routes, families may also consider grammar school entry at 11 plus, although selection is not controlled by this primary and the best first step is always to look at the Essex secondary admissions booklet and the admissions criteria for each preferred school.

A sensible way to use Maple Grove at primary stage is to focus on habits that travel well across any secondary route, strong reading fluency, reliable numeracy, and confident written expression. The 2024 KS2 profile suggests pupils are leaving Year 6 with those basics secured at a high rate, which tends to smooth the transition into Year 7, regardless of which school a child moves to.

Reception admissions for September 2026 entry are handled through Essex County Council’s coordinated admissions system. Essex states that families could apply for a primary (Reception) place for September 2026 between 10 November 2025 and 15 January 2026, and that offers would be issued on 16 April 2026.

The school’s own admissions arrangements page also highlights Reception entry for September 2026, and reminds families that an application is still required even if a child attends a nursery attached to a school or has a sibling at the school.

In demand terms, this is not a “walk in” option. Recent admissions data shows 69 applications for 32 offers, which equates to around 2.16 applications per place, and the entry route is listed as oversubscribed. That does not mean every year will look identical, but it does mean families should treat admissions criteria as decisive and avoid assumptions about places being available late.

For in year moves, the school states that families can apply outside the main round, with decisions normally communicated within 15 school days.

A practical tip, especially for oversubscribed schools, is to use FindMySchoolMap Search to check your precise home to school distance against typical historic patterns in your area, then keep a shortlist using Saved Schools so you can compare options if allocations do not go your way.

Pastoral culture is described as caring, consistent, and inclusive, with pupils who feel safe and supported. Pupils with special educational needs and disabilities are described as involved in all aspects of school life, supported by teaching that is matched to individual needs.

Safeguarding is described as effective in the most recent inspection evidence, with clear roles, quick action on concerns, and appropriate referrals when needed.

Beyond safeguarding, it is helpful that the school’s ethos explicitly ties wellbeing to belonging and respect, aiming for a happy, healthy school where everyone feels valued and where pupils are expected to cooperate, show respect, and practise tolerance. That is important for families who want a school that treats behaviour as a social skill set, not simply a sanction system.

For parents of children who need additional support, the leadership structure published on the school site includes an identified SENDCo (Matthew Wells) and a Learning Mentor role, which signals planned capacity for both learning and emotional support.

Extracurricular life is most convincing when it is specific, and Maple Grove has a few clearly evidenced features that suggest breadth without losing structure.

First, clubs include sports and computing, and this is not presented as a token add on. It is described as part of what pupils enjoy, alongside wider enrichment.

Second, technology is used for more than just classroom management. Virtual reality headsets are referenced as a way for pupils to visit places they have not been. The educational implication is that teachers can widen context for subjects like geography, history, and science, particularly for pupils who have limited opportunity to travel. It can also make vocabulary teaching more concrete, which supports writing quality.

Third, leadership opportunities are embedded. School council is referenced as a place pupils learn leadership, and the ‘a, b, c’ talk routine encourages pupils to listen properly, add value, and challenge ideas respectfully. A pupil who learns that style of discussion early is better prepared for secondary classrooms where debate and explanation are expected.

Finally, the wraparound offer itself functions as enrichment for some families. The extended services description references supervised activities and games, with a calm setting and a focus on independence, such as pupils preparing snacks and clearing away. That matters because for some children the school day does not end at 15:20, and after school time is where routines and friendships are often reinforced.

The published school day varies slightly by phase. Early years runs 09:00 to 15:15, while Key Stage 1 and Key Stage 2 run 08:55 to 15:20. The school also states that the core school week is a minimum of 32.5 hours.

Wraparound provision is clearly detailed. Breakfast club runs 07:30 to 08:50 at £3.50, after school sessions are listed as 15:15 to 16:15 at £3.00 per day, or 15:15 to 18:00 at £8.00 per day, with holiday club running 07:30 to 17:30 at £25.00 per day.

For transport, Pitsea station is the nearest rail hub for many families, and it is a useful anchor point for commuting households. National Rail indicates Pitsea station has parking and standard onward travel links, so it is workable for mixed car and rail routines.

• Inspection timing. The most recent full inspection evidence available is from September 2021. That is still useful, but it is now several years old, and leadership has changed since then. Ask what has strengthened since 2021, especially around staff subject knowledge and assessment in foundation subjects.

• Competition for places. Recent admissions data indicates oversubscription, with around 2.16 applications per place. Families should treat admissions criteria as decisive and keep realistic fallback options.

• Costs beyond tuition. This is a state school with no tuition fees, but wraparound care and holiday provision have published charges. For some families, these are a worthwhile trade off for reliable childcare, but it is still important to budget across a full term and the long breaks.

• Pace for higher attaining pupils. The higher standard outcomes at Key Stage 2 are far above England averages. That can be a good fit for pupils who enjoy challenge, but children who need more time to secure basics may need carefully planned support and home routines that reinforce learning.

Maple Grove Primary School combines a values driven culture with strong published Key Stage 2 outcomes, and it backs that up with a practical wraparound offer that many working families need. Competition for places is the main barrier, rather than the day to day experience once admitted. Best suited to families in Pitsea and wider Basildon who want a structured state primary with clear expectations, strong core outcomes, and childcare friendly hours through breakfast, after school, and holidays.