East Tilbury Primary School

A large primary where routines, pupil leadership, and a clear house system help keep daily life orderly, even with a big roll and a wide mix of needs. The most recent inspection confirmed the school has maintained its Good standard, with effective safeguarding and a positive, inclusive culture.

Academy trust membership matters here. East Tilbury Primary sits within the Osborne Co-operative Academy Trust, and the school’s published ethos repeatedly points back to co-operative values such as equality, equity, democracy, and shared responsibility.

Results tell a slightly mixed story. In the 2025 dataset, 60% of pupils met the expected standard in reading, writing and maths combined, and 10% achieved the higher standard. At the same time, the school's overall ranking is 10,416th of 14,978 schools in England, below the national midpoint on FindMySchool's primary outcomes league table, suggesting performance is not yet consistently high across all measures.

East Tilbury Primary leans hard into the idea of shared endeavour. The school uses a house system, with house points and inter-house events forming a visible thread through the year. Pupils also take on a wide range of leadership roles, including prefects, digital leaders, reading ambassadors and school councillors, so responsibility is not reserved for just a small group at the top of Year 6.

The motto, Together Everyone Achieves More, appears in school communications and is used explicitly as a lens for teamwork and expectations. In practice, this shows up as a culture that celebrates effort and contribution, not only attainment. Recognition systems such as house points and competitions are designed to bring pupils into school life, particularly those who need a reason to feel they belong.

Size is a defining feature. The published capacity is 780 and Ofsted lists 648 pupils on roll, so families should expect a big-school feel with the organisational structures that come with it. This scale has practical upsides, including specialist spaces and targeted support rooms, but it can also mean a busier site at peak times, and it places a premium on clear systems and consistent behaviour expectations.

Leadership is currently interim. Mrs Claire Dawson is listed as headteacher, and the latest inspection notes she took up the interim headteacher role in September 2024 after serving as deputy headteacher. For parents, that context matters. Interim arrangements can be very stable, especially when the leader already knows the school well, but it is still worth asking how the leadership structure is expected to develop over the next year.

East Tilbury Primary's latest published primary outcomes in the 2025 dataset show 60% meeting the expected standard in reading, writing and maths combined.

• Expected standard in reading, writing and maths: 60%

• Higher standard in reading, writing and maths: 10%

Zooming in, the scaled scores sit above the typical baseline of 100 in reading (104), mathematics (104) and grammar, punctuation and spelling (105). On the expected standard measures, reading, writing, maths and GPS are each at 70%, while science sits at 80%.

The ranking context is less flattering. The school is ranked 10,416th of 14,978 schools in England for overall primary outcomes and 1st in the East Tilbury local area in FindMySchool's ranking set, based on official data. This places it below the national midpoint overall, despite being the leading ranked primary in its immediate local hub.

The sensible interpretation is that East Tilbury Primary is not a consistently high-flying outcomes school, but it also is not underperforming across the board. The published figures suggest a cohort that, on average, reaches expected standards at a decent rate, with pockets of stronger performance in reading and GPS, while maths has been a relative pressure point in recent national tests. The most recent inspection reflects a similar nuance, describing an ambitious curriculum and clear progression, while noting that achievement in some areas is still catching up with the school’s ambitions.

Parents comparing local schools should use the FindMySchool Local Hub comparison tool to view results alongside nearby primaries using the same measures, rather than relying on impressions or word of mouth.

The curriculum is described by the school as ambitious and designed to build on prior learning, with an emphasis on first-hand experiences, resilience, creativity and enquiry. That intent is reinforced by how subject learning is sequenced. The latest inspection highlights clear progression from the early years through to Year 6, with computing offered as a concrete example, moving from keyboard skills in Reception and Year 1 through to programming and website development later on.

Reading is positioned as an everyday priority rather than a single lesson slot. The school describes reading areas around the site, structured reading skills sessions, and protected independent reading time as part of the school day. That approach typically suits pupils who need repetition and routine to build fluency, and it also provides a framework for children who enjoy reading to stretch into broader texts.

A strength of a larger setting is the ability to create targeted spaces for intervention and support. The parent and carer handbook describes an Aspire Base for intervention groups, a counselling and play therapy room, a sensory room, and a large library, plus “reading hubs” around school to normalise reading for all ages.

As a primary school serving ages 4 to 11, the main progression point is Year 7 transition. The practical reality for most families is that secondary destinations will be shaped by Thurrock’s admissions system and the specific criteria used by the secondary schools you apply for.

A helpful way to approach this is to think in three lanes:

1. Local non-selective secondary options, typically the default route for most pupils.

2. Selective routes where applicable, depending on which schools are within reach and your child’s appetite for testing.

3. Specialist pathways, for example strong arts or technical options, which can come into play later.

East Tilbury Primary also highlights a link with St Clere’s School through a trust-led “More Able” project that enables some pupils to benefit from secondary resources. For families with an academically confident child, this kind of cross-phase enrichment can be useful, especially if it builds familiarity with secondary-style expectations before Year 7.

Reception admissions are coordinated by Thurrock Council rather than handled solely by the school. For Year 7 entry in September 2027 in Thurrock, applications close on 31 October 2026, with offers issued on 1 March 2027.

Demand is meaningful. The school is recorded as oversubscribed for the relevant entry route with 90 applications for 74 offers, which equates to about 1.22 applications per place offered. That is competitive rather than extreme, but it does mean families should treat admissions as uncertain unless they clearly meet priority criteria.

Open events vary year to year. If the school lists past open days or tours, treat the month as a useful guide, but always check the school’s calendar for confirmed dates.

The pastoral offer looks more developed than many primaries, partly because a larger school can justify dedicated spaces and roles. The school describes a counselling and play therapy room, and it references a nurture approach as a whole-school stance to support mental health and wellbeing.

For pupils who need more structured help with regulation and belonging, the latest inspection notes the presence of three nurture groups for the most vulnerable pupils. In practice, nurture groups often help children who struggle with anxiety, transitions, or behaviour linked to unmet needs, by giving them an additional consistent base and adult relationships alongside mainstream classroom learning.

The school also runs an annexe that provides alternative provision for key stage 1 and key stage 2 pupils who have been permanently excluded, or are at risk of exclusion, from other schools in the borough. Families considering the school should understand what this means and what it does not mean. It does not imply your child will be educated in alternative provision. It does indicate the school has experience supporting more complex behaviour and vulnerability, and it can shape the wider culture around inclusion and expectations.

Extracurricular breadth tends to be easier in a large primary, and East Tilbury Primary uses clubs and events as part of how it builds confidence and community.

A distinctive feature is the school’s emphasis on outdoor play and enrichment. The school has been recognised with the Platinum OPAL Play Award, which signals a sustained approach to improving outdoor play opportunities and resourcing. That kind of recognition usually reflects work on play zones, equipment variety, and pupil agency in how play is organised.

STEM is also a visible strand. A school blog describes pupils attending the BETT education technology show and engaging with experiences such as virtual reality demonstrations and physical computing, alongside a literacy link through meeting an author. This matters because it suggests technology is not treated as a bolt-on. It is used to widen horizons and connect learning across subjects.

Clubs mentioned through school communications include STEM club activity, wildlife club, and creative writing club, alongside wider sports and creative options. Sport is structured through the house system and inter-house competitions, and pupils also have opportunities to represent the school in Thurrock school sports competitions.

The published travel plan sets the official pupil day as 08:45 to 15:10. It also indicates the site operates from 07:30 to 16:30, reflecting breakfast and after-school provision, with an after-school club finish shown as 16:00 and some externally run clubs finishing at 16:15. Parents should treat those times as the best publicly available guide and confirm current wraparound arrangements directly, as club patterns can change term by term.

Facilities are a genuine asset. The school handbook describes large grounds and a dedicated playing field, strong ICT equipment, a sensory room, a large library, and a community sports hall used for assemblies, PE, and activities. For families, this translates into more room for sport, events, and intervention work without constantly repurposing classrooms.

On travel, the school’s own planning documents frame active travel as a priority, with work to encourage walking and cycling safely. Given the size of the site and the local roads, it is worth checking drop-off expectations and any parking guidance in advance.

• Large-school experience. With a big roll and a high published capacity, this is not a small, intimate setting. Some pupils love the buzz and variety; others do better in smaller environments with fewer transitions.

• Maths as a development area. Outcomes are respectable overall, but school commentary and inspection evidence point to maths as a focus, with work underway to raise achievement. Parents of children who find maths tricky may want to ask how interventions are targeted and measured.

• Interim leadership. The interim headteacher took up post in September 2024. This can be stabilising, especially with a leader who already knows the school, but it is sensible to ask about leadership continuity and long-term plans.

• Competitive admissions. Oversubscription is real, even if not extreme. Families should treat a place as something to secure through criteria, not assumption.

East Tilbury Primary School is a large, structured primary that invests heavily in inclusion, pupil responsibility, and enrichment beyond the core timetable. Results sit a little above England average on the headline combined measure, with stronger signals in reading and GPS than maths, and the school’s wider offer is strengthened by specialist spaces, nurture groups, and an established culture of clubs, play, and pupil leadership.

Best suited to families who want a bigger primary with clear routines, strong pastoral scaffolding, and plenty of opportunities for children to take responsibility through roles and house activities. The main challenge is admissions uncertainty in an oversubscribed context.