OFSTED Inspection Reports Received in the Spring and Summer 2007

Agenda Item 8

Committee: Education Standards Panel

Date: 24 February 2009

Title of Report: OFSTED Inspection Reports received in the Autumn 2008 and Spring 2009

By: Director of Children’s Services

Purpose of Report: To present the findings of the inspection of schools to a national framework by independent teams under contract to OFSTED.

Recommendation:

The Panel is asked to receive the Inspection Reports attached at Appendix 1 and to request any further information it requires on standards and attainment in the schools referred to

1. Supporting Information

1.1 The Inspection Reports attached at Appendix 1 relate to fifteen Primary schools, one Secondary school and two Special schools.

1.2 The Panel is asked to note the Inspection Reports.

MATT DUNKLEY Director of Children’s Services

Contact Officers: Primary: Nina Siddall, Deputy Head of School Improvement Service Head of Primary School Effectiveness Tel: 01323 432239 Secondary: Helen Howard, Deputy Head of School Improvement Service Head of Secondary School Effectiveness Tel: 01323 432221 Special: Catherine Dooley, Senior School Development Adviser, Inclusive Learning and Development, Tel: 01323 432245

Local Members:

Councillors: Birch Hillcrest School. Bentley/Thomas Hailsham Community College, Grovelands Community Primary School Dowling Five Ashes CE primary School, Framfield CE Primary School, Maynards Green Community Primary School, St Mary’s Horam. Field Crowhurst CE Primary School, Mountfield & Whatlington CE Primary. Garvican Alfriston Primary School. Glazier St Michael’s CE Primary School. Harris West Rise Junior School. Howson/Livings Meridian Community Primary School. Jones Sedlescombe CE Primary School. Kramer Castledown Primary School.

Kirby Hankham Primary School. Lacey St Thomas A Becket Catholic Junior School. O’ Woodall Eastbourne Technology College. Councillors: Rogers Meeching Valley Primary School. Skilton Ocklynge Junior School. St Pierre Ringmer Primary School Simmons All Saints & St Richards CE Primary School Waite Filsham Valley School. Whetstone St Mary the Virgin CE Primary School, St Leonards CE Primary School, St Michaels Primary School

BACKGROUND DOCUMENTS:

None

APPENDIX 1

OFSTED INSPECTION REPORTS

Primary Schools

Alfriston Primary School Castledown Primary School Crowhurst CE Primary School Five Ashes CE Primary School Framfield CE Primary School Grovelands Community Primary School Hankham Primary School Maynards Green Community Primary School Meeching Valley Primary School Meridian Community Primary School Mountfield & Whatlington CE Primary Ocklynge Junior School Ringmer Primary School Sedlescombe CE Primary School St Leonards CE Primary School St Michael’s CE Primary School St Michael’s Primary School St Thomas A Becket Catholic Junior School West Rise Junior School

Secondary Schools

Eastbourne Technology College Filsham Valley School Hailsham Community College Hillcrest School

Special Schools

St Mary’s Horam

Alfriston School Inspection report

Unique Reference Number 114385 Local Authority East Sussex Inspection number 311577 Inspection dates 4 December 2008 Reporting inspector Helen Hutchings

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number on roll School (total) 99 Government funded early education provision 16 for children aged 3 to the end of the EYFS Appropriate authority The governing body Chair Dr David Soulsby Headteacher Mrs Linda Appleby Date of previous school inspection 18–20 October 2004 School address North Road Alfriston East Sussex BN26 5XB Telephone number 01323 870203 Fax number 01323 871754

Age group 4–11 Inspection date 4 December 2008 Inspection number 311577

Website: www.ofsted.gov.uk This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. Inspection report: Alfriston School , 4 December 2008 3 of 11

Introduction

The inspection was carried out by two Additional Inspectors.

Description of the school

Alfriston School is smaller than most primary schools. Although the majority of children join the school in Reception, the last part of the Early Years Foundation Stage (EYFS), a higher than average proportion of pupils join or leave the school in other year groups. Apart from the Reception class, pupils are taught in classes consisting of two year groups. The proportion of pupils who have learning difficulties and/or disabilities is lower than average. The majority of identified needs relate to behaviour, emotional and social, or speech, language and communication difficulties. The school holds Healthy School, Eco-School, Dyslexia Friendly and Activemark awards. The headteacher has taken up her post since the last inspection.

Key for inspection grades

Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

Inspection report: Alfriston School , 4 December 2008 4 of 11

Overall effectiveness of the school Grade: 2

Alfriston is a good school. It has improved well since the last inspection, giving it a good foundation for ongoing improvement. Teaching is good throughout the school and enhanced provision for information and communication technology (ICT) is used well to give pupils frequent access to modern technologies, which promotes learning successfully. Parents are overwhelmingly positive about all the school offers, including the outstanding care, guidance and support for their children. This was accurately summed up by one parent whose child did not begin his education in the school, ‘It’s lovely to be involved with a caring school, where parents and children are listened to and where it has a friendly atmosphere,’ and in another comment, ‘My child has been happy since Day One.’ Another parent rightly summarised the school’s recent journey, ‘We have seen the school go from strength to strength.’

A good curriculum and well planned, interesting lessons help pupils to enjoy school and to achieve well. Children’s attainment when they join the school is broadly average and good provision means that most reach and many exceed the levels expected for their age by the end of the EYFS. Pupils continue to make good progress throughout the rest of the school to reach above average standards in the Year 6 tests. Teachers and teaching assistants know the needs of pupils very well and use this knowledge effectively to provide the support they need to achieve well, particularly when a child needs additional help and guidance. The school’s commitment to meeting the needs of individual pupils is seen in the success of a Dyslexia Friendly School award. Teachers’ marking gives pupils good feedback on the quality of their work, but they recognise that they do not always set short-term targets or give pupils enough opportunities to follow up errors or weaknesses in their work.

Pupils’ personal development and well-being are outstanding. Parents are appreciative of the many enrichment opportunities and excellent links with the community which help pupils to develop confidence and understand what it means to be part of a community. Pupils enjoy a large number of well attended clubs and some activities which they can enjoy alongside their parents. For example, on the day of the inspection, a local bookshop organised an activity for children and their parents to make Christmas decorations in the school hall. Pupils are listened to and, as a result, they have very positive attitudes to school. They are respected and, in return, show respect and have good manners in their dealings with one another and with adults. They behave exceptionally well and are responsible young people.

The headteacher has a clear view about the direction for the school and her enthusiasm is instrumental in the school living its mission to be, ‘Fair, Friendly, Fulfilling and Fun’. Leadership and management are good and there is a strong sense of teamwork across all aspects of the school. Senior staff and governors evaluate the work of the school accurately and take the necessary action to ensure the ongoing success of provision. For example, the school has good plans in place to improve the outdoor area for the EYFS to give children more opportunities for creative development.

Inspection report: Alfriston School , 4 December 2008 5 of 11

Effectiveness of the Early Years Foundation Stage Grade: 2

The good provision and effective links with parents enable children to settle quickly. The Reception class is a hive of activity, but warm and calm relationships mean that children are relaxed and sustain their concentration for long periods of time. The careful balance between adult-guided activities and play keeps children interested and learning fun. Staff know the children and their needs very well and plan stimulating activities which effectively promote children’s development. Consequently, children make good progress from their starting points. Children’s attainment as they join the school varies considerably but, taken together, is around the level expected for their age. Last year, most children met the early learning goals and some exceeded them by the end of the EYFS. Careful attention is given to pupils’ personal and social development, so that from their earliest days in the school children begin to explore their own feelings and how their actions impact on others. The environment is stimulating, with children regularly involved in creating structures for themselves, for example, ‘The Stable’ in the role-play area. The outdoor area is used well to complement facilities in the relatively small classroom. Leadership and management of the EYFS is good. Funding has been set aside to improve this area further so that learning can be promoted within a natural environment and provide more opportunities for construction activities and creative play.

What the school should do to improve further

Ensure that pupils have more short-term targets and that they are given enough opportunities to follow up the advice given to them when their work is marked. Implement the plans to enhance the EYFS outdoor area.

Achievement and standards Grade: 2

Standards are generally above average and have improved significantly since the last inspection. Pupils make steady progress year on year so that their final results in the Year 6 national assessments represent good achievement from their starting points. There is a little variation in standards from year to year because of the small numbers in each year group, but all subjects follow a similar overall attainment pattern with no significant variations between subjects. By the time they leave the school, pupils’ attainment in reading is particularly high, with almost all pupils reaching the higher Level 5 in the Year 6 test last year. Last year, there was a significant improvement in the Year 2 writing tests. Currently, the school is focusing on the teaching of writing and mathematics to try to improve standards further.

Personal development and well-being Grade: 1

Pupils' personal development and well-being, including their spiritual, moral, social and cultural development, are outstanding, because of the rich range of opportunities they are given. For example, pupils study other cultures and faiths and they encounter these first hand through reciprocal visits to two other schools from different communities. The school council has a very active role in suggesting ways in which the school can improve its provision and this elected body gives pupils a

Inspection report: Alfriston School , 4 December 2008 6 of 11

good understanding of the meaning of citizenship. Pupils know that their opinions are valued and are clear as to what to do if they have any problems. Pupils’ behaviour is exemplary because it is consistently well managed by adults and pupils have an excellent understanding of the impact of their actions on others. Pupils are very clear that bullying is not tolerated and feel staff are kind and sympathetic towards their needs. They really enjoy school, having good attendance and displaying very positive attitudes because they have so many opportunities to be involved in activities which interest and enthuse them. Work within the school to achieve Healthy School status has helped pupils to develop a strong awareness of what makes a healthy lifestyle, shown in sensible lunchboxes and keen participation in physical activities.

Quality of provision

Teaching and learning Grade: 2

The school regularly monitors the quality of teaching and learning and uses this understanding well to share ideas and improve practice. Lessons are well planned by knowledgeable teachers who set activities to meet the needs of the age range and differing abilities within each class. Pupils with learning difficulties are supported effectively through personalised action plans, developed with pupils and their parents, and often with the skilled support of teaching assistants. Good questioning helps pupils to think things through for themselves, but teachers also explain things well. Pupils understand the purpose of each activity and there are effective strategies, such as thumbs up or down, to help them to evaluate their learning for themselves. Teachers’ day-to-day assessments are rigorous and they use this information well to adapt their planning for future lessons. The new marking system of ‘two stars and a wish’ provides pupils with good feedback on their success in reaching the key objectives of the lesson and is helping them to identify the next steps in their learning. Sometimes, pupils are not given follow-up opportunities to help them to fulfil this ‘wish’ and to reach their next target.

Curriculum and other activities Grade: 2

The new curriculum designed around topics provides enjoyable experiences through its strong cross-curricular links. It meets the needs of all pupils and has a positive impact on their achievement. Numeracy and literacy have links to the new topics but progress in these areas is monitored separately. Curriculum planning ensures that skills are developed systematically and an overview by the subject leaders ensures there is no repetition of subject matter. Staff are aware that they have still to monitor the effectiveness of the curriculum in developing pupils’ skills to enable them to make further changes. The curriculum provides a relevant and local dimension to pupils’ learning, for example the contribution pupils make to local activities and the very effective links with a local conservation agency. As one parent reflected, ‘The curriculum has given them a sense of belonging to the local community.’ The wide range of visits and a large number of visitors ensure relevance for pupils and also add to the enjoyment. Theme days are particularly popular because pupils are able to suggest how they want the events taken forward, and mean that the school can unite to enjoy similar experiences.

Inspection report: Alfriston School , 4 December 2008 7 of 11

Care, guidance and support Grade: 1

The excellent pastoral care for pupils is reflected in the warm, friendly school environment. Each person within the school is valued as an individual and the mutual respect between adults and pupils is very strong. This leads to pupils being confident and having a mature approach. They respond very well to the opportunities to be involved in all aspects of school life. For example, when pupils contribute to the school development plan or help to conduct a risk assessment for the school disco. Such activities are highly successful in helping pupils to understand how to take care of themselves. Procedures to safeguard pupils’ welfare meet statutory requirements. Pupils’ academic progress is monitored regularly and action taken quickly if a pupil is not making the expected progress. A wide range of special support programmes is very effective in ensuring that children with learning difficulties and/or disabilities make good progress. Support is provided by external agencies when necessary. The school does much to develop key skills, including activities to raise pupils’ economic and financial awareness, which prepare them very well for the next stage of their education.

Leadership and management Grade: 2

The headteacher sets an exceptionally clear direction and vision for the school which she effectively communicates to all staff and governors. The recently established senior team is having a positive impact on the school. The school improvement plan has appropriate areas identified for development, and had been reached through an accurate and rigorous self-evaluation of the school’s performance and in consultation with all interested parties. There are good systems through regular observation of teaching for staff to develop their practice by sharing the most effective approaches with each other. Governors are very effective in their monitoring of resources in the school. They challenge staff on standards and know the strengths and weaknesses of the school, and influence the strategic direction of the school well. Some subject leaders are relatively new to their current areas of responsibility, and are beginning to have a greater role in leading their subjects, knowing that they need to have a greater focus on monitoring standards in order to measure the impact of initiatives.

Inspection report: Alfriston School , 4 December 2008 8 of 11

Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk. Inspection report: Alfriston School , 4 December 2008 9 of 11

Annex A Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 School satisfactory, and grade 4 inadequate. Overall

Overall effectiveness How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of 2 learners? Effective steps have been taken to promote improvement since the Yes last inspection How well does the school work in partnership with others to promote 1 learners’ well-being? The capacity to make any necessary improvements 2

Effectiveness of the Early Years Foundation Stage How effective is the provision in meeting the needs of children in the 2 EYFS? How well do children in the EYFS achieve? 2 How good is the overall personal development and well-being of the children in 1 the EYFS? How effectively are children in the EYFS helped to learn and develop? 2 How effectively is the welfare of children in the EYFS promoted? 1 How effectively is provision in the EYFS led and managed? 2

Achievement and standards How well do learners achieve? 2 The standards 1 reached by learners 2 How well learners make progress, taking account of any significant variations 2 between groups of learners How well learners with learning difficulties and/or disabilities make progress 2

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

Inspection report: Alfriston School , 4 December 2008 10 of 11

Personal development and well-being How good are the overall personal development and well-being of the 1 learners? The extent of learners’ spiritual, moral, social and cultural development 1 The extent to which learners adopt healthy lifestyles 1 The extent to which learners adopt safe practices 1 How well learners enjoy their education 1 The attendance of learners 2 The behaviour of learners 1 The extent to which learners make a positive contribution to the community 1 How well learners develop workplace and other skills that will contribute to 2 their future economic well-being

The quality of provision How effective are teaching and learning in meeting the full range of 2 learners’ needs? How well do the curriculum and other activities meet the range of 2 needs and interests of learners? How well are learners cared for, guided and supported? 1

Leadership and management How effective are leadership and management in raising 2 achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading 1 to improvement and promote high quality of care and education How effectively leaders and managers use challenging targets to raise 2 Standards The effectiveness of the school’s self-evaluation 2 How well equality of opportunity is promoted and discrimination eliminated 1 How well does the school contribute to community cohesion? 2 How effectively and efficiently resources, including staff, are deployed to 2 achieve value for money The extent to which governors and other supervisory boards discharge their 2 responsibilities Do procedures for safeguarding learners meet current government Yes requirements? Does this school require special measures? No Does this school require a notice to improve? No

Inspection report: Alfriston School , 4 December 2008 11 of 11

Annex B

5 December 2008

Dear Pupils

Inspection of Alfriston School, Alfriston, BN26 5XB

Thank you for making us so welcome during our time with you. We thoroughly enjoyed hearing you tell us about all the interesting things you do in school. We agree with you that Alfriston School is a good school.

These are some of the best things we found:

You make good progress and reach above average standards because your teachers help you well and make lessons interesting. You behave exceptionally well and feel very safe and secure as you say that there is always someone to talk to if you need to. All adults take good care of you and encourage you to take care of yourself, for example when some of you carried out a risk assessment for the school disco. Your teachers and teaching assistants plan lots of interesting things, such as joint activities with other schools, which makes learning fun for you. The school council helps adults to know what you all think. Your headteacher and staff work well together and are constantly finding new ways to make your school even better.

We agree with your teachers about the most important things to do next:

To make sure that you have shorter-term targets and that you have a chance to show teachers that you have achieved their ‘wish’ in your next piece of work. To use the plans that you have helped to make to improve the outdoor area for Class 1.

You can help them by making sure that you understand exactly how to achieve the ‘wish’ and by continuing to put your ideas forward about how the school can improve even further.

Please thank your parents and carers for returning the questionnaires. It was very helpful to hear what they think about the school. We wish everyone at Alfriston School well in the future. Keep up the good work.

Best wishes

Mrs Helen Hutchings Lead inspector

Castledown Community Primary and Nursery School Inspection report

Unique Reference Number 114474 Local Authority East Sussex Inspection number 311617 Inspection dates 30 September–1 October 2008 Reporting inspector Jacquie Buttriss

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed Number on roll School (total) 323 Government funded early education provision 97 for children aged 3 to the end of the EYFS

Appropriate authority The governing body Chair Rosemary Loosley Headteacher Linda Morris Date of previous school inspection July 2006 School address Priory Road Hastings East Sussex TN34 3QT Telephone number 01424 444046 Fax number 01424 426491

Age group 3–11 Inspection date(s) 30 September–1 October 2008 Inspection number 311617

Inspection report: Castledown Primary school 30 September–1 October 2008 3 of 11

Introduction

The inspection was carried out by three Additional Inspectors.

Description of the school

This is a larger than average primary school with integral nursery provision. The school is in an area of relatively high deprivation near the centre of the town. Pupils from the age of three attend the nursery, which forms part of the Early Years Foundation Stage (EYFS). There is a breakfast club. A larger than average proportion of pupils have free school meals. The number of pupils for whom English is a second language is close to the national average, as is the proportion of pupils identified as having learning difficulties and/or disabilities of various kinds. There is higher than average pupil mobility.

Key for inspection grades Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

Inspection report: Castledown Primary school 30 September–1 October 2008 4 of 11

Overall effectiveness of the school Grade: 3

This school provides a satisfactory education for its pupils. There are several good features, one of which is the good teaching, which is inspiring pupils to enjoy their learning. As a result, they are now increasing their rate of progress throughout the school. Another strength is the good EYFS provision, which enables children in the Nursery and Reception year classes to make good progress and achieve well. Despite these recent improvements, the standards pupils reach by the time they leave are low. However, their achievement is broadly satisfactory given their starting points. Pupils with learning difficulties and/or disabilities are supported particularly well so that they make good progress.

The pupils’ personal development and well-being are satisfactory. Pupils demonstrate a good understanding of the need to develop healthy lifestyles and know how to stay safe. Several parents commented on the improvements in pupils’ attitudes and behaviour, although there remain a few who express concerns. The school is tackling these concerns effectively. Many parents comment on how much their children ‘definitely enjoy school’. The school council does not meet very regularly, but it has brought about some changes, for example in playground activities. However, currently pupils do not have enough opportunities to express their views to support the drive for school improvement.

The broad curriculum provides a satisfactory framework for learning, enriched by a good range of additional activities. Good support is provided for pupils with learning difficulties and/or disabilities. However, more able pupils are not always given tasks that are sufficiently challenging in some curriculum areas. Teaching is typically good and is improving learners’ rate of progress. A few teachers’ expectations of what pupils can do in some subjects are not high enough, with the result that there is sometimes insufficient challenge in these classes and pupils’ progress slows. Pastoral support is a strength of the school. As one parent commented, ‘they really care about each individual child’. Academic guidance for pupils is satisfactory, although not all pupils know their individual targets, which slows their progress in some classes.

The satisfactory leadership and management are introducing new initiatives, with increasingly positive impact in a number of areas, such as pupils’ behaviour and the quality of provision. The leadership team is clearly focused on continuing school improvement, but the school’s self-evaluation processes are not fully documented, with the result that they do not readily help inform school improvement planning. The majority of parents are supportive of the school, as their positive responses show. One parent reflects the view of others, saying, ‘I am very pleased with the education Castledown offers my children’.

Effectiveness of the Early Years Foundation Stage Grade: 2

The EYFS is good in most respects. Good teaching and an exciting curriculum give children a good start. They make good progress from their very low starting points,

Inspection report: Castledown Primary school 30 September–1 October 2008 5 of 11 even though the majority of children do not reach average levels by the time they go into Year 1. Children enjoy their time in school and activities are well planned to keep them actively engaged. Staff monitor children’s progress thoroughly and accurately so that work is well targeted to meet their individual needs. Good relationships and new procedures to ensure consistency across the EYFS are working well to ensure that children settle in quickly and gain confidence. As one parent commented, ‘Our daughter had a wonderful first year at school.’ Arrangements for welfare and safeguarding pupils are well established. However, there is a need for private changing facilities for times when children have the inevitable ‘little accident’. Good links with parents, including home visits, help them feel involved in their children’s care and education. As one parent wrote, ‘We have always felt welcomed and valued.’ Children from different cultures and backgrounds work and play in harmony together and they begin to develop the skills that will help them become good learners.

What the school should do to improve further

Ensure all teachers set high expectations of what pupils can do in Years 1 to 6, so that they provide greater challenge across the curriculum. Improve the school’s self-evaluation by ensuring that the information gathered is used more effectively to guide school plans for action and improvement. Ensure that all pupils’ views are valued and that they are more actively involved in helping to improve the school.

A small proportion of the schools whose overall effectiveness is judged satisfactory but which have areas of underperformance will receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

Achievement and standards Grade: 3

When pupils join the school at the beginning of the Nursery classes, their attainment is well below national expectations. They make good progress throughout their time in the EYFS and their achievement is good. From Year 1 to Year 6, standards remain low, with variations between year groups, but the most recent checks on pupils’ performance provide evidence that their progress is now beginning to increase. This is borne out in the good progress made in lessons during the inspection.

Achievement overall is satisfactory throughout the school, given pupils’ low starting points. Pupils with learning difficulties and/or disabilities make good progress as a result of the good additional support they receive. Writing is an area of focus and current work shows that pupils are making good progress in some year groups.

Personal development and well-being Grade: 3

Pupils enjoy the variety of experiences provided by the school and develop good personal qualities. ‘I love everything about school,’ said one Year 6 pupil. Moral and social development are good, as shown in pupils’ good relationships, their good behaviour and the dramatic drop in the number of exclusions. However, spiritual and cultural aspects of learning are underdeveloped. Pupils do not have sufficient

Inspection report: Castledown Primary school 30 September–1 October 2008 6 of 11 opportunities to reflect on issues affecting the diverse community in which they live. The school has a Healthy School Award and pupils enjoy a range of opportunities to support healthy lifestyles, such as their daily ‘Activate’ sessions. Pupils say they feel safe and that any poor behaviour is addressed quickly. They talk of occasional incidents of bullying but say they know who to turn to for support should they have concerns of any kind. Pupils take on an increasing range of responsibilities, such as becoming ‘peer mediators’ to help resolve disputes in the playground. However, they would like further opportunities to have their views taken into account. There are high absence rates, particularly amongst younger pupils, but the school has developed a range of clear procedures for encouraging better attendance, taking firm action where necessary. Pupils are satisfactorily prepared for their future lives, but their low attainment hinders their quicker progress in gaining skills for their next stage of education.

Quality of provision

Teaching and learning Grade: 2

Teaching is predominantly good through the school and this is increasing, with the result that pupils are now making better progress in most classes. For example, older pupils were inspired by dynamic teaching to express very thoughtful responses to their reading through the use of drama. Pupils generally enjoy their lessons. One said that ‘the teachers are really funny’ and another announced, ‘I really like solving problems.’ Teachers set motivating tasks which engage learners fully, so that they work purposefully and make good progress. Teachers know their pupils well and in most lessons work is well matched to their needs. However, in a few classes, teachers have insufficiently high expectations, with the result that activities sometimes lack challenge, especially for more able pupils. Assessment is increasingly thorough and is well used in most classes. Teaching assistants provide good support, particularly for those pupils with learning difficulties and/or disabilities.

Curriculum and other activities Grade: 3

The school has developed a broader curriculum since the last inspection, which is engaging pupils’ interest and motivating them more actively. However, writing is still a necessary focus for development, although opportunities are not always planned frequently enough for pupils to develop their writing skills across other subjects. Pupils with learning difficulties and/or disabilities benefit from a variety of intervention strategies, such as the ‘strikers’ groups, although these sometimes occur during literacy lessons, with the result that learners may miss important curriculum content. Gifted and talented pupils are identified, but there are not enough activities designed to challenge them across the curriculum to enable them to achieve higher levels.

Care, guidance and support Grade: 3

Care is a distinctive feature of the school, as pupils benefit from the focus on managing and understanding their own feelings, with special support given to ensure social and emotional well-being. Care, guidance and support overall are satisfactory.

Inspection report: Castledown Primary school 30 September–1 October 2008 7 of 11

All statutory requirements for safeguarding pupils are met. Good links with external agencies ensure good provision for pupils with learning difficulties and/or difficulties. Vulnerable pupils, such as looked-after children, are also very well supported and integrated into the school community. However, a few pupils arriving from different countries are not integrated socially as quickly as they could be and the school plans to harness greater support for non-English speakers in their first weeks. There is good use of self- and peer-assessment in some classes, but this is inconsistent. Not all children know their individual learning targets. Teachers’ marking of pupils’ work does not always help learners know how to improve.

Leadership and management Grade: 3

Leaders are enthusiastic and committed to their vision for the school. They work well as a team. This leads to a clear direction to remedy weaknesses, but the essential actions that will drive forward change more quickly are not always identified and prioritised. The school has good self-evaluation processes, including detailed analysis of pupils’ performance. However, the resulting information is not used to the best advantage in helping the school identify all priorities for development. Targets have not been challenging enough until recently, but these have now been increased. There is a clear monitoring schedule and the regular monitoring of teaching has helped it to improve, but identifying those features which help increase pupils’ learning is sometimes missed. There are strong partnerships with local schools and organisations to develop pupils’ personal development and their learning. The local authority is providing strong support to help the school raise achievement and standards. The school’s approach to promoting community cohesion is satisfactory, with active involvement in the local community, but the focus is not sufficiently wide. For example, there are no links with schools in other parts of the UK or abroad. Improvements since the last inspection have included behaviour management, resulting in the greatly reduced exclusion rate. Governance too has much improved. Governors now give good support and challenge to the school and undertake their monitoring roles with energy and diligence. These improvements, together with current evidence of pupils’ increasing progress, indicate a satisfactory capacity to make further improvements.

Inspection report: Castledown Primary school 30 September–1 October 2008 8 of 11

Annex A Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 School satisfactory, and grade 4 inadequate. Overall

Overall effectiveness How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of 3 learners? Effective steps have been taken to promote improvement since the Yes last inspection How well does the school work in partnership with others to promote 3 learners’ well-being? The capacity to make any necessary improvements 3

Effectiveness of the Early Years Foundation Stage How effective is the provision in meeting the needs of children in the 2 EYFS? How well do children in the EYFS achieve? 2 How good is the overall personal development and well-being of the children in 2 the EYFS? How effectively are children in the EYFS helped to learn and develop? 2 How effectively is the welfare of children in the EYFS promoted? 2 How effectively is provision in the EYFS led and managed? 2

Achievement and standards How well do learners achieve? 3 The standards1 reached by learners 3 How well learners make progress, taking account of any significant variations 3 between groups of learners How well learners with learning difficulties and/or disabilities make progress 2

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

Inspection report: Castledown Primary school 30 September–1 October 2008 10 of 11

Personal development and well-being How good are the overall personal development and well-being of the 3 learners? The extent of learners’ spiritual, moral, social and cultural development 3 The extent to which learners adopt healthy lifestyles 2 The extent to which learners adopt safe practices 3 How well learners enjoy their education 2 The attendance of learners 3 The behaviour of learners 2 The extent to which learners make a positive contribution to the community 3 How well learners develop workplace and other skills that will contribute to 3 their future economic well-being

The quality of provision How effective are teaching and learning in meeting the full range of 2 learners’ needs? How well do the curriculum and other activities meet the range of 3 needs and interests of learners? How well are learners cared for, guided and supported? 3

Leadership and management How effective are leadership and management in raising 3 achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading 3 to improvement and promote high quality of care and education How effectively leaders and managers use challenging targets to raise 3 Standards The effectiveness of the school’s self-evaluation 3 How well equality of opportunity is promoted and discrimination eliminated 3 How well does the school contribute to community cohesion? 3 How effectively and efficiently resources, including staff, are deployed to 3 achieve value for money The extent to which governors and other supervisory boards discharge their 2 responsibilities Do procedures for safeguarding learners meet current government Yes requirements? Does this school require special measures? No Does this school require a notice to improve? No

Inspection report: Castledown Primary school 30 September–1 October 2008 11 of 11

Annex B

6 October 2008

Dear Children,

Inspection of Castledown Community Primary and Nursery School, Hastings TN34 3QT

Thank you for being so friendly, polite and helpful when we came to inspect your school. We all enjoyed talking with you. Yours is a satisfactory school. It helps you to enjoy your work and cares for you well.

These are the things we especially like about your school: You work hard in lessons and some of you make good progress. Well done. The children in the Nursery and Reception classes settle in quickly and have a good start to their school lives. Your behaviour is good and you enjoy school. Keep it up! You have good teaching that makes most of your lessons exciting and fun for you all. You have lots of extra activities and clubs to enjoy. The adults in your school take good care of you all and help you when you have any worries.

This is what we think your school could do even better: Enable you to reach higher standards by setting you more challenging tasks and by helping you to know how you can improve your work. When your school leaders are looking at how well things are going, they could be clearer in what they choose to do next to make things even better. Take your views into account more to help make the school a better place for you all. You could help too by thinking of some ideas for your school council to consider.

I would like to wish you lots of success in your future learning.

Yours sincerely,

Jacquie Buttriss Lead Inspector

Crowhurst Church of England Primary

School Inspection report

Unique Reference Number 114497 Local Authority East Sussex Inspection number 311626 Inspection dates 10 December 2008 Reporting inspector David Collard

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary School category Voluntary controlled Age range of pupils 4–11 Gender of pupils Mixed Number on roll School (total) 107 Appropriate authority The governing body Chair Michael Stewart Headteacher Andrew Jervis Date of previous school inspection 21–23 February 2005 School address Foreward Lane Battle East Sussex TN33 9AJ Telephone number 01424 830324 Fax number 01424 830662

Age group 4–11 Inspection date(s) 10 December 2008 Inspection number 311626

Introduction

The inspection was carried out by two Additional Inspectors

Description of the school This is a smaller than average rural primary school serving the local village but nearly two thirds of pupils come from outside this area. Nearly all pupils are of White British background and all speak English as their first language. The proportion of pupils entitled to free school meals is well below that nationally. The proportion of pupils with learning difficulties and/or disabilities is slightly higher than that nationally although there are fewer pupils with statements of special educational need. Most of these difficulties relate to language and communication problems. The headteacher joined the school in April 2007. The school has been awarded Healthy Schools status, the Basic Skills Quality Mark and Active Mark.

Key for inspection grades Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

Inspection report: Crowhurst Church of England Primary School, 10 December 2008 4 of 11

Overall effectiveness of the school Grade: 2

This is a good school. Since the last inspection it has continued to make the right improvements to the curriculum. Teaching and learning are consistently good and this has impacted well upon pupils’ development. Consequently, achievement is good and pupils reach above average standards by the time they leave the school.

The present headteacher’s good quality of leadership has successfully built upon the start made by his predecessor. A shared commitment and good communication between all stakeholders including staff, governors, pupils and parents has helped everybody understand what the school does well. A clear direction for school development is provided through the accurate self-evaluation which identifies where the school still needs to improve. This has provided a realistic balance between driving up academic standards and developing pupils’ interpersonal skills, thereby making sure pupils develop good life skills and are well prepared for their future schooling. For example, the school rightly recognises that now pupils are making consistently good academic progress it is time to enhance the already good curricular opportunities by providing more opportunities for pupils to collaborate on projects. This is planned to be developed in areas such as pupils’ better understanding of this country’s diverse cultures, beliefs and traditions.

Pupils are articulate and confident. They show increasing levels of maturity and behave well, both in lessons and around the school. Attendance continues to be above the national average because pupils enjoy their education and are always keen to suggest ideas that will make things better. For example, they have helped promote the ‘School Travel Plan’ so that an increasing number of families are now walking to school and this is improving the already good understanding of healthy lifestyles.

Children generally start school with skills in line with their expected age. By the end of Reception, the good achievement they have made means that standards are at least in line with the national average. Pupils make continuously good progress through the rest of the school. Underachievement from the past has been eradicated as can be seen in the significantly improved standards in the 2008 national tests. In Year 2, these were the highest for five years. Similarly, the school’s challenging targets for those in Year 6 were almost all achieved, with pupils gaining standards in English, mathematics and science above the national average, particularly in the number gaining the higher levels. Those with learning difficulties made particularly good progress with almost all achieving the age-expected levels but from much lower starting points.

Pupils are looked after very well. Safeguarding procedures are robust and pupils understand how to stay fit and healthy. Academic care and guidance are good. Thorough analysis of pupils’ progress takes place through regular assessments. This has helped teachers provide a wide range of support and intervention for those who need help. However, senior managers have yet to analyse the success of each of these initiatives to help refine the provision that is offered and so make the most efficient use of resources. Nevertheless, good improvement since the last inspection

Inspection report: Crowhurst Church of England Primary School, 10 December 2008 5 of 11

and the strong foundations put in place have resulted in raised standards, demonstrating the school’s good capacity to continue improving.

Effectiveness of the Early Years Foundation Stage Grade: 2 The Early Years Foundation Stage (EYFS) is led well, resulting in good provision. Children make good progress as they successfully develop the personal, social and academic skills necessary for their later schooling. Throughout all areas of the curriculum, children achieve at least the expected levels, particularly in communication, language, personal and social skills. Teaching is good. All staff plan well to ensure that children have a balance of play and more structured work. Occasionally, more reluctant or shy pupils are not given a full opportunity to become involved in discussions. This limits their progress. The outside area is used well to enhance all areas of learning such as children seeing how useful writing can be through their letters to Santa. Parents are fully involved and a number say how sympathetically the individual difficulties of their children have been dealt with. Welfare procedures are highly developed so that children settle quickly and soon feel part of the school, playing well with older pupils and not being afraid to ask for help. There is a good understanding about each individual child and how they might be developed. Examples of this are when children show they have particularly good ability and are able to join in with older pupils in Year 1 or when those who need more support get the opportunity to experience the EYFS provision after leaving the Reception class. What the school should do to improve further

Provide pupils with a broader perspective of their own community so that they better understand the cultural diversity of our country. Monitor the impact of new initiatives to ensure the best use of space, equipment and personnel.

Achievement and standards Grade: 2

Pupils throughout the school are making at least the progress expected of them and in a significant proportion of cases this is better than expected. Results in the 2008 Year 2 reading tests were particularly good where all reached the expected Level 2 and over half exceeded this. While not quite as strong in writing, a third still reached these above average levels, a significant improvement on previous years. The school is rightly working on making sure that these writing skills are now at a similar standard to those in reading and mathematics. In the 2008 Year 6 tests, the previous four-year decline was reversed in English, although again standards were slightly lower in writing. Nearly all pupils achieved the expected level in mathematics and science. In all three subjects, half of the pupils achieved above average levels. Those presently in Year 6 are showing the same, if not better, potential, particularly in writing. If the targets are achieved, and work in books suggests they will, this will demonstrate how successful the recent intervention for specific groups and individuals has been.

Inspection report: Crowhurst Church of England Primary School, 10 December 2008 6 of 11

Personal development and well-being Grade: 2

Pupils have well-developed personal skills and a good work ethic. They interact well with each other and value each other’s contributions in lessons. Just occasionally, they do not always listen to their peers and want to continue to talk when others are voicing their opinion. Nevertheless, relationships across the school are strong. In discussion, older pupils said that they understood what was expected of them and valued the chance to be involved in school developments. The school council, for example, is presently considering how to use a significant amount of donated funds to enhance the school environment. Spiritual, moral, social and cultural developments are good. Pupils talk enthusiastically about their regular visits to the church and about some of the exciting activities they are involved in locally. They have good involvement in local, national and international community projects and raise money for children abroad. However, their understanding and appreciation of the wide range of cultures within our own country are not as well developed. Pupils’ involvement in a range of sporting activities helps them understand about keeping fit and they are really proud of their new all-weather pitch which is helping develop these skills further.

Quality of provision

Teaching and learning Grade: 2

Since the last inspection, teaching through the school has continued to improve. In all classes it is good. Planning for the core subjects of English and mathematics has been developed to ensure that any areas where pupils appear to make less progress are provided with good levels of support. Teachers, along with the skilled teaching assistants, use clever questioning to try and draw out pupils’ understanding and to provide extra challenge. Work in books shows that on many occasions different types of work are given to the class, many of these activities making the pupils think hard. In mixed-age classes, teachers plan work that is suitable for the full age and ability range. All this is providing good levels of challenge and so learning progresses well. Pupils know their targets although these are better used in some classes than in others. An example of best practice was seen when pupils were involved in deciding what step to take next, although this is not so in all classes. Curriculum and other activities Grade: 2

The school has worked hard to develop basic skills in discrete subjects and across the curriculum. Good expertise and resources for information and communication technology mean that learning here is good. Themes and topics are used well although some subjects, such as history and art, are better represented than others. The school is correctly starting to use the success in driving up standards in English, mathematics and science to start developing better and more creative links between all subjects. Given the restricted accommodation, the school does well to use a wide range of partnerships, particularly within its own cluster of schools. Master classes, visits and joint ventures provide good enhancement to the curriculum that can be more difficult to achieve in a small school.

Inspection report: Crowhurst Church of England Primary School, 10 December 2008 7 of 11

Care, guidance and support Grade: 2 Pastoral care is outstanding. Child protection takes a high priority and all is being done to ensure pupils feel safe and secure. Parents note the strong care, one explaining that her child was helped to settle into school even though he was very apprehensive and how this has raised his self-esteem. Good individual analysis and evaluation are at the heart of lesson planning. This is largely used well to ensure that challenging activities are provided for the different groups in classes. However, some individual targets are a little too general and older pupils rightly say that they could be more involved in the evaluation process.

Leadership and management Grade: 2

The present headteacher has continued to improve the school by giving clear messages that better teaching would lead to better learning. He quickly assessed the current position and has used internal and external expertise well. In conjunction with all other staff and, particularly, the good support of the governing body, this has resulted in clear action plans. The next stage, not yet in place but identified by the school, is to make sure that the many new initiatives are having a measurable effect so ensuring that resources are used as efficiently as possible. This sharing of ideas means that the priorities chosen are those that will make the most difference. It is not easy to move around between classrooms without disturbing others. To help alleviate this, innovative solutions, while not ideal, have been developed, such as the use of the village hall and one classroom for dinners. Nevertheless, pupils themselves remark that it would be good to have more indoor space. Good links are helping to develop the satisfactory community cohesion and the school is seen as a central part of its local area. However, the school needs to do more to develop the pupils’ understanding about global diversity, to avoid any stereotyping of different cultures.

Inspection report: Crowhurst Church of England Primary School, 10 December 2008 8 of 11

Annex A Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 School satisfactory, and grade 4 inadequate. Overall

Overall effectiveness How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of 2 learners? Effective steps have been taken to promote improvement since the Yes last inspection How well does the school work in partnership with others to promote 2 learners’ well-being? The capacity to make any necessary improvements 2

Effectiveness of the Early Years Foundation Stage How effective is the provision in meeting the needs of children in the 2 EYFS? How well do children in the EYFS achieve? 2 How good is the overall personal development and well-being of the children in 2 the EYFS? How effectively are children in the EYFS helped to learn and develop? 2 How effectively is the welfare of children in the EYFS promoted? 2 How effectively is provision in the EYFS led and managed? 2

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

Inspection report: Crowhurst Church of England Primary School, 10 December 2008 10 of 11

Personal development and well-being How good are the overall personal development and well-being of the 2 learners? The extent of learners’ spiritual, moral, social and cultural development 2 The extent to which learners adopt healthy lifestyles 2 The extent to which learners adopt safe practices 2 How well learners enjoy their education 2 The attendance of learners 2 The behaviour of learners 2 The extent to which learners make a positive contribution to the community 2 How well learners develop workplace and other skills that will contribute to 2 their future economic well-being

Leadership and management How effective are leadership and management in raising 2 achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading 2 to improvement and promote high quality of care and education How effectively leaders and managers use challenging targets to raise 2 standards The effectiveness of the school’s self-evaluation 2 How well equality of opportunity is promoted and discrimination eliminated 2 How well does the school contribute to community cohesion? 3 How effectively and efficiently resources, including staff, are deployed to 2 achieve value for money The extent to which governors and other supervisory boards discharge their 2 responsibilities Do procedures for safeguarding learners meet current government Yes requirements? Does this school require special measures? No Does this school require a notice to improve? No

Inspection report: Crowhurst Church of England Primary School, 10 December 2008 11 of 11

Annex B

11 December 2008

Dear Pupils

Inspection of Crowhurst Church of England Primary School, Battle TN33 9AJ

Thank you for looking after us so well during our recent visit. We enjoyed meeting you all and being able to talk about the many things that are happening. It will probably be no surprise to you that we have said yours is a good school. As I promised some of you, I have included some of the main points of our report below.

You told us that it was fun to be at your school. We can see why. We have said that you behave well and get on really well with each other during lessons and in the playground. We can see that you enjoy being at school. You know how to stay safe, fit and healthy. We have mentioned that you help with lots of things in the village and further afield. You are taught well so you are making good progress in each year. By the time you leave Year 6, you are reaching above average standards. Keep up the good work! We have also said that you are looked after well. This is ensuring that you feel safe and secure. This is something that a number of you pointed out to us. You have lots of exciting things to do in lessons. Since the last inspection these have improved and there are plans for even more exciting things in the future. Your headteacher and the rest of the staff know what to do to make your school even better. They have a number of plans for the future. We have asked them to make sure that they check how well new ideas are working so that they can plan the best use of equipment and space. By doing this they will know what is working best. We have also asked them to give you more opportunities to see how people from different cultures in the United Kingdom live, work and play.

Finally, we wish you all the best for the future. You can keep helping your school become one of the best by suggesting improvements and helping one another.

Yours faithfully

David Collard Lead inspector

Five Ashes C of E Primary School Inspection report

Unique Reference Number 114526 Local Authority East Sussex Inspection number 311633 Inspection dates 6 November 2008 Reporting inspector Gavin Jones

Type of school Primary School category Voluntary controlled Age range of pupils 4–11 Gender of pupils Mixed Number on roll School (total) 44 Government funded early education 6 provision for children aged 3 to the end of the EYFS Appropriate authority The governing body Chair Mrs P Kemp Headteacher Mr P Wickens Date of previous school inspection 7–8 June 2004

Date of previous funded early education NA inspection School address Five Ashes Mayfield TN20 6HY Telephone number 01825 830395 Fax number 01825 830395

Age group 4–11 Inspection date(s) 6 November 2008 Inspection number 311633

Inspection report: Five Ashes C of E Primary School, 6 November 2008 3 of 11

Introduction

The inspection was carried out by two Additional Inspectors.

Description of the school

Five Ashes C of E Primary School is a much smaller than average village primary school which draws its pupils from the immediate village and other small villages in the area. The three classes all have mixed age groups. Some of the year groups can be as small as four pupils.

Key for inspection grades

Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

Inspection report: Five Ashes C of E Primary School, 6 November 2008 4 of 11

Overall effectiveness of the school Grade: 2

Five Ashes is a good school. It is an effective one, taking children who enter school with average abilities and helping them achieve well and make good progress so that they leave school with standards that are above national averages. ‘We love this school’, was what one parent said in the parent questionnaire, echoing the views of many. Virtually all responses were as positive. Parents realise that not only is the school enabling pupils to achieve well, but it is also successful at supporting pupils in their personal development. The school also judges itself good as it has well-planned opportunities for self-evaluation. This helps the school to understand what it needs to do to improve further. With such small numbers, it is not surprising that staff know pupils very well and are able to support and guide them well. Pupils respond to this positively, show good attitudes to learning, and behave well. The mixed-age classes function well as the school is developing a curriculum which caters appropriately for the range of ages. Teachers plan their work carefully for the mixed age groups but do not always offer challenges to older or more able pupils early enough in lessons. The monitoring of teaching does not identify specifically enough which aspects of work could be improved in order to raise good teaching to outstanding. Pupils contribute well to both the school and its local area. The school is at the heart of village activities and the school brings together many aspects of community life, in which its pupils take an active role. All teachers, in such a small school, have leadership roles and they fulfil these well. They are seeking to develop areas of writing, mathematics and science, although in the very recent past, the school has focused mostly on improving literacy skills, whilst the other two areas have not been in such sharp focus. Governors play an active part in school life and know the school’s strengths and areas for development. The school’s previous work on improving standards, achievement and teaching, together with the very corporate and collegiate nature of the teaching team make the capacity for further improvement good.

Effectiveness of the Early Years Foundation Stage Grade: 2

There are good links with feeder pre-school providers and as a result, children settle quickly into school. They quickly become confident and independent around the classroom. Provision for EYFS children is good. They enter school with skills that are similar to those expected for their age. However, in some aspects of their readiness to write, they are below the expected level. On the other hand, their personal and social development is good. Staff work closely with parents and outside agencies to ensure that children’s individual needs are met and that their progress is regularly checked and recorded. They make good progress in the EYFS. This is often as a result of some individual teaching for this small group, on their own. On the other hand, they benefit greatly from sharing other activities with their slightly older classmates. Children’s welfare is always a central consideration and every effort is made to ensure that they are safe and happy. The several small rooms, which make up the classroom space, are being used effectively in offering a range of activities to children. However, staff have not fully adapted their practice to the new EYFS guidelines; there are not enough opportunities for children to plan and organise activities themselves and the outside area is not used regularly enough.

Inspection report: Five Ashes C of E Primary School, 6 November 2008 5 of 11

What the school should do to improve further

The school should ensure a better balance between child-led and adult-led activities in the EYFS, alongside more regular use of the newly developed outside area. The school should raise the quality of teaching by identifying more specific areas for development, tailored to the particular needs of individual teachers.

Achievement and standards Grade: 2

As the numbers of pupils in each year are so small, it is difficult to make detailed comparisons with national averages. However, the overall picture is that standards are above average, pupils make good progress and achieve well. Because of anomalies caused by year group sizes, the school has developed its own good systems for tracking progress. This shows that pupils make good progress and regularly meet the nationally expected levels for their age. Because those pupils who have learning difficulties and/or disabilities are given such good support and are known well to all adults, they too make good progress and most of them reach nationally expected standards. The school has noted that writing has been a recurring issue over some time, with not enough pupils reaching the highest standards, especially those who are judged to be more able. It has now put into place a strategy for raising standards in writing, which is beginning to have a positive effect. At the same time, it noted issues with mathematics up to the end of Year 2. Strategies put in place here, are again beginning to have an effect and are being tracked carefully by the school.

Personal development and well-being Grade: 2

Pupils thoroughly enjoy school and this is borne out by their good attendance. ‘I like to work hard’, said one pupil and many feel that being at a small school gives them more opportunities to shine as individuals. Behaviour is good and pupils show respect for each other, look after younger children in the mixed-age classes and out on the playground. Because of good attitudes, regular attendance and good behaviour, pupils waste very little time in lessons and as a result make good progress. Pupils feel safe in school and have a particularly strong appreciation of road safety. The school makes a good contribution to the cohesion of its scattered local community, providing a welcome series of local events, which are well attended. Pupils also contribute their ideas to ways of improving the village. They have links with countries in the wider world and understand their moral obligations to people less well off than themselves. However, they do not yet have a good enough understanding of the cultural diversity of this country. They develop good key skills to help them in the future and work together well in the class and when planning and running their own fund raising activities. ‘Life is not just about levels’, said one parent, ‘but about the whole child.’

Inspection report: Five Ashes C of E Primary School, 6 November 2008 6 of 11

Quality of provision

Teaching and learning Grade: 2

There is a strong emphasis on teaching basic skills, through interesting and well- planned activities. Such lessons often capture the imagination of pupils, as in the mathematics lesson on fireworks and the short story writing lesson focused on a ghostly experience. Teaching assistants effectively look after those needing extra support. Teachers’ questioning skills are good and result in pupils being very active during their learning. Relationships are very strong and as a result, behaviour management can be of a very ‘light touch’ style, which rarely upsets the pace of learning. Plans often contain indications of outlines of work for different groups. However, more able pupils sometimes have to work through the same work as others before getting to more challenging activities, which slows their progress. Pupils listen attentively and concentrate on the task in hand, showing good motivation. This is further encouraged by teachers’ good use of interactive whiteboards in order to motivate pupils further.

Curriculum and other activities Grade: 2

The school has mapped out the curriculum in order to ensure that in mixed-age classes there is no repetition or gaps in coverage of the National Curriculum. At the same time, staff make good use of linking subjects together to enrich pupils’ learning. For example, they have chosen the round-the-world yacht race to support learning about different parts of the world. The school is clearly moving to a curriculum based on the development of skills. They have come some way with this approach and pupils themselves are positive about the work planned for them. However, it is recognised that this work is not yet complete. Personal, social and health education play a strong part in the curriculum, ensuring pupils’ personal development is good. There is also good emphasis on basic skills in literacy and numeracy. In response to an evaluation of the quality of pupils’ writing, it has adopted a new approach in which pupils have many good and varied opportunities to write for a wide range of themes. This is beginning to have a positive effect on standards, but work here is not yet completed. The school makes use of a number of specialist teachers for sport, music, art and language and for pupils with learning difficulties and/or disabilities, with pupils making regular use of facilities in their local secondary school. This gives good breadth to the curriculum. The school makes good use of the village recreation ground for sporting activities. A wide range of interesting visits, to London and Battle Abbey for example, supports first hand learning and brings enrichment to the curriculum, as does the range of club activities provided by teachers after school. ‘There are a surprising number of opportunities provided by such a small school’, was a parental comment.

Care, guidance and support Grade: 2

Staff make every effort to get to know every child and their family well and make good use of their knowledge to help pupils develop into rounded individuals. Pastoral care is very good and the school’s procedures for safeguarding its pupils are robust. Pupils who have learning difficulties are identified early and given individualised

Inspection report: Five Ashes C of E Primary School, 6 November 2008 7 of 11 support, as are those pupils noted as being gifted and talented. As a result, many of the former reach nationally expected levels in English, mathematics and science, in spite of their particular needs. Teaching assistants and the new coordinator for learning difficulties and/or disabilities play a key role in providing this support. The school is in the process of helping pupils to gain awareness of what life is like in the multicultural society which they would find beyond the boundaries of their villages. This is currently work in progress. The arrangements for academic guidance are consistent and well understood by pupils. Marking of work is undertaken carefully and regular feedback to pupils helps them make further progress. Regular assessments are made by class teachers and collated by the headteacher in order to track pupils’ progress carefully and set targets for further improvement. This helps learning to become a very individualised process for many pupils. They are also being involved gradually in planning topics, making suggestions for what might be included in their work.

Leadership and management Grade: 2

The headteacher shows consistently good and very competent leadership and management of the school and has a clear vision for what needs to be improved. This is due, in no small part, to the good quality programme of school self- evaluation. It is well structured and gathers sufficient information upon which to make judgements for future development. To this end, he involves all staff in a collegiate approach to management. This results in good teamwork and ensures that all stakeholders are valued as part of the team. Teachers with oversight of areas of the curriculum fulfil their roles well. As a result, the school has made good progress since the last inspection. Standards and progress have improved, as has the quality of teaching and learning. Detailed and regular tracking of pupils’ progress shows that pupils are achieving well, but equally highlights where further improvements need to be made. As a result, a number of initiatives are being taken on by the school in order to improve further. The curriculum is being developed, placing an emphasis on the development of skills. Writing and mathematics are both the subject of strategies for improvement. While the headteacher monitors teaching regularly, written evaluation does not always point out where further improvements might be made, to raise the quality of teaching even more. The school makes good use of its links with other schools in order to develop the curriculum and further improve aspects of learning. The governing body is supportive and is involved in the school’s development. While it monitors work in a range of subjects through its programme of visits, it does not monitor closely enough the priorities of the school’s development plan in order to check the school’s progress on a range of issues.

Inspection report: Five Ashes C of E Primary School, 6 November 2008 8 of 11

Annex A Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 School satisfactory, and grade 4 inadequate. Overall

Overall effectiveness How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of 2 learners? Effective steps have been taken to promote improvement since the Yes last inspection How well does the school work in partnership with others to promote 2 learners’ well-being? The capacity to make any necessary improvements 2

Effectiveness of the Early Years Foundation Stage How effective is the provision in meeting the needs of children in the 2 EYFS? How well do children in the EYFS achieve? 2 How good is the overall personal development and well-being of the children in 2 the EYFS? How effectively are children in the EYFS helped to learn and develop? 3 How effectively is the welfare of children in the EYFS promoted? 2 How effectively is provision in the EYFS led and managed? 2

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

Inspection report: Five Ashes C of E Primary School, 6 November 2008 10 of 11

Leadership and management How effective are leadership and management in raising 2 achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading 2 to improvement and promote high quality of care and education How effectively leaders and managers use challenging targets to raise 2 standards The effectiveness of the school’s self-evaluation 2 How well equality of opportunity is promoted and discrimination eliminated 2 How well does the school contribute to community cohesion? 2 How effectively and efficiently resources, including staff, are deployed to 2 achieve value for money The extent to which governors and other supervisory boards discharge their 2 responsibilities Do procedures for safeguarding learners meet current government Yes requirements? Does this school require special measures? No Does this school require a notice to improve? No

Inspection report: Five Ashes C of E Primary School, 6 November 2008 11 of 11

Annex B

8 November 2008

Dear Pupils

Inspection of Five Ashes C of E Primary School, Mayfield, TN20 6HY

Thank you for making my colleague and me so welcome when we visited your school. We were pleased to see how happy you were at school and how much you enjoyed being there. It was good to be able to talk to quite a lot of you and gather views on your school. You explained your thoughts and ideas very clearly.

Five Ashes is a good school. You and your parents know this to be the case. Children get off to a good start in the Reception class and are taught well in all classes. Because of this and your own good attitudes to your work, you make good progress and achieve well. The school is currently developing the curriculum, especially in mathematics in the infant class and in writing in the rest of the school. We know how much you are enjoying your ‘Big Write’ opportunities.

You are looked after well by your teachers and this makes you feel safe in school. Your parents agree and are often surprised by how many different activities you are offered both in and out of school. Those of you who need extra help with your work receive it and as a result, you too make good progress.

We have asked teachers who teach the youngest children to try to give them more opportunities to carry out activities of their own choosing. At the same time, we have asked Mr Wickens, when he comes into classes and looks at how teachers are working, to give them tips on how they too might make their teaching even better than it is already.

You too can play your part by continuing to work hard, attend school as often as possible and try even harder with your writing.

Thank you again for making our day at your school so interesting.

Yours faithfully

Gavin Jones Lead inspector

Framfield Church of England Primary

School Inspection report

Unique Reference Number 114550 Local Authority East Sussex Inspection number 311642 Inspection dates 30 September 2008 Reporting inspector Tim Feast

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary School category Voluntary aided Age range of pupils 4–11 Gender of pupils Mixed Number on roll School (total) 84 Government funded early education 9 provision for children aged 3 to the end of the EYFS Appropriate authority The governing body Chair Tim Hills Headteacher Janet Wilde Date of previous school inspection 12–13 October 2004 School address The Street Framfield Uckfield TN22 5NR Telephone number 01825 890258 Fax number 01825 890707

Age group 4–11 Inspection date(s) 30 September 2008 Inspection number 311642

Inspection report: Framfield Church of England Primary School, 30 September 2008 2 of 11

Inspection report: Framfield Church of England Primary School, 30 September 2008 3 of 11

Introduction The inspection was carried out by two Additional Inspectors.

Description of the school

This small school serves the village of Framfield, with some pupils coming from surrounding villages and the nearby town. Numbers in each year group, except Year 4, are small and the results of a single pupil in national tests have a significant impact on the school’s overall results. The school admits a small number of pupils each year into the Early Years Foundation Stage (EYFS). The Reception class children are currently in a mixed age class with Year 1 pupils. The proportion of pupils with learning difficulties and/or disabilities is below average but the school has to provide speech and language support to an increasing number of pupils.

Key for inspection grades

Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

Inspection report: Framfield Church of England Primary School, 30 September 2008 4 of 11

Overall effectiveness of the school Grade: 2

Framfield Primary is a good school and has improved considerably since the last inspection. Pupils progress well academically, and exceptionally well in respect of their personal development. The headteacher and other school leaders have a very clear vision for the school. They have been successful in translating much of the vision into reality. The school’s capacity to improve further continues to be good as school leaders and governors have a clear idea of what requires improvement because of their thorough and accurate self-evaluation. This capacity is strengthened by the excellent way the school works so well in partnership with a wide range of agencies to improve the quality of its provision.

Standards are above average and pupils’ achievement is good. Pupils make good progress between their entry into the Reception class and leaving the school in Year 6. The rate of progress has improved in recent years, particularly for pupils in Years 1 and 2. Older pupils continue to make good progress towards their challenging targets in the national tests in Year 6. There are variations in pupils’ achievement, which is often better in reading and mathematics than it is in writing. The standards of Year 6 pupils are above average, being particularly high in English and science. Pupils currently in Year 2 are on track to meet their challenging targets for the end of the school year.

Pupils’ personal development and well-being are outstanding because of the excellent pastoral care systems within the school. Overall, care, guidance and support are only good because academic guidance is not so consistently effective. Parents and pupils comment on how much pupils enjoy school; this results in their attendance being outstanding, significantly above national figures. Pupils’ behaviour, particularly in the support that they give to one another through schemes like the ‘buddy system,’ is exemplary. They are enthusiastic in their adoption of a healthy lifestyle and take up all the opportunities they are offered to be very active.

The quality of teaching and learning is good. There are very positive relationships between staff and pupils. Teachers manage their classes well and plan meticulously to meet the needs of the pupils in their class. Work is marked regularly but guidance in the marking is not always good enough for pupils to know what they have to do to improve. The curriculum is broad and balanced, and is enriched considerably by visits and visitors and by an impressive range of additional activities that pupils and parents appreciate. Good systems are in place to track pupils’ progress and set them challenging targets, but pupils are neither always aware of their own targets nor sure of what they need to do next to make good progress.

Leadership and management are good. The effective impact of action taken to secure improvements is evident, for example, in raising the quality of teaching. School leaders have been successful in driving up standards without losing the breadth of the curriculum by using resources and staff very effectively. Their commitment to valuing all pupils equally shines through all that the school does and results in all pupils progressing well. Academic progress has gone hand in hand with improvements in pupils’ personal development, and both children and their parents value this highly. One pupil away on the residential trip expressed it in her letter by saying, ‘In my opinion there is no better school anywhere else.’

Inspection report: Framfield Church of England School, 30 September 2008 5 of 11

Effectiveness of the Early Years Foundation Stage Grade: 2

The progress of children in the EYFS is good. Children come into the Reception class with attainment broadly in line with what is expected. By the time they enter Year 1, their skills are above typically expected levels. Progress is particularly good in terms of their literacy and personal development. Creative development is also good, for example, children produce high quality drawings and clay models of faces. The school has rightly highlighted children’s physical development as an area of focus. It has worked well in partnership with the local nursery to improve the provision of activities such as cutting and drawing, and children were observed completing puzzles and using construction activities well. The school’s facilities make the routine transition between indoor and outdoor activities more difficult to plan but the curriculum is good at meeting the children’s needs. Teaching is good and the good leadership in this area acts as a role model for other aspects of the school’s work, for example, in planning a broad curriculum and supporting improvements in literacy.

What the school should do to improve further

Make better use of assessment information, including marking, so that pupils know what they are aiming for and how to achieve it.

Improve facilities to ease the transition between indoor and outdoor activities for children in the EYFS.

Achievement and standards Grade: 2

Standards in the Year 6 national tests in 2008 improved overall. Unvalidated results in English, mathematics and science showed nearly two thirds of pupils attaining above average results. Current Year 6 pupils are also above average, particularly in English and science. This represents good achievement by these pupils and good progress towards meeting the challenging targets set by the school. Standards in English have risen in the last couple of years as a result of the impact of a number of strategies to improve writing in particular. Standards in science have risen because of the greater emphasis on a problem-solving approach in the subject.

Standards achieved by Year 2 pupils in 2008 declined in reading and mathematics but improved in writing. However, a good proportion of pupils attained above average standards, particularly in speaking and listening and in reading. The trend over recent years has been one of broadly average attainment. The current Year 2 pupils have made good progress so far in Key Stage 1 and are on track to meet the school’s challenging targets. The positive impact of the school’s strategies to improve writing is evident in the pupils’ books.

Pupils with learning difficulties and/or disabilities make good progress throughout the school; some individuals make outstanding progress. This impressive rate of progress for these pupils is a result of the intensive identification of what is needed, which enables adults’ skills to be used well and flexibly.

Inspection report: Framfield Church of England School, 30 September 2008 6 of 11

Personal development and well-being Grade: 1

Pupils’ exemplary attitudes are a considerable aid to learning. Pupils are very enthusiastic in showing that they are successful learners. They are well prepared for the next stage of their education, with their key skills of literacy, numeracy and information and communication technology (ICT) being developed well. Pupils say they feel very safe and know who to turn to if there is a problem. Pupils’ spiritual, moral, social and cultural development is outstanding, reflecting the school’s extensive provision of opportunities to help pupils mature into confident, articulate, polite and caring individuals. Over a quarter of the pupils are learning a musical instrument at the school and are rightly proud of their skills. Pupils take good advantage of opportunities to contribute positively to the school and local communities but school leaders have rightly identified taking account of pupils’ opinions as an area for development.

Quality of provision

Teaching and learning Grade: 2

Lessons are planned effectively and generally meet the needs of mixed age classes well. Pupils enjoy the variety in activities in lessons and humour is used as an effective tool. Teachers use interactive whiteboards well to raise pupils’ interests. Teaching assistants are very effective in supporting pupils’ learning. Teachers are using a number of ways to assess pupils’ work in lessons but pupils do not routinely assess their own or other pupils’ work. Teachers comment positively on pupils’ work in their marking but give insufficient guidance on what pupils need to do to improve. As a result, many pupils believe that the main focus for improvement is neatness or working harder.

Curriculum and other activities Grade: 2

The curriculum meets the needs of pupils well and this results in them making good progress. The curriculum makes good use of a wide range of innovative opportunities to support learning and make it enjoyable. A good example was the whole-school visit to Ashdown Forest last winter to stimulate evocative and extended writing. As one parent wrote, ‘My children run happily into school, they are kept very busy and are thriving.’ There is good provision for pupils to learn a modern foreign language and to develop their musical and artistic talents. Homework is routinely set and positively supports pupils’ learning.

Care, guidance and support Grade: 2

Pastoral care for vulnerable pupils is exemplary and as a result, pupils flourish. Particularly effective are the support that pupils with speech and language difficulties receive and the emotional guidance for youngsters who are in troubled family circumstances. Pupils’ outstanding attitudes, openness and responsibility for self and others are based on the school’s teamwork and shared approaches to personal development. The school’s arrangements for safeguarding children are

Inspection report: Framfield Church of England School, 30 September 2008 7 of 11 comprehensive and meet requirements. The school’s partnership with other schools means that children’s transition coming into or leaving the school are handled very well. Academic guidance and support for pupils is satisfactory and the school has identified improving this element as an area for development.

Leadership and management Grade: 2

School leaders work well together and effectively with other organisations to make sure that the quality of the school’s provision is good. School leaders have been effective in raising standards and improving achievement since the last inspection. The school does promote community cohesion effectively but has not yet evaluated the impact of its provision in this area. School leaders have been successful in developing a very good learning environment. They continue to be forward thinking in respect of developing the site still further. Governors have been very supportive and are increasingly effective in holding the school to account. They have played a big part in raising funds and translating architects’ drawings into tangible assets.

Inspection report: Framfield Church of England Primary School, 30 September 2008 8 of 11

Annex A Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 School satisfactory, and grade 4 inadequate. Overall

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

Inspection report: Framfield Church of England Primary School, 30 September 2008 10 of 11

Personal development and well-being How good are the overall personal development and well-being of the 1 learners? The extent of learners’ spiritual, moral, social and cultural development 1 The extent to which learners adopt healthy lifestyles 1 The extent to which learners adopt safe practices 1 How well learners enjoy their education 1 The attendance of learners 1 The behaviour of learners 1 The extent to which learners make a positive contribution to the community 2 How well learners develop workplace and other skills that will contribute to 2 their future economic well-being

Leadership and management How effective are leadership and management in raising 2 achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading 1 to improvement and promote high quality of care and education How effectively leaders and managers use challenging targets to raise 2 standards The effectiveness of the school’s self-evaluation 2 How well equality of opportunity is promoted and discrimination eliminated 1 How well does the school contribute to community cohesion? 2 How effectively and efficiently resources, including staff, are deployed to 1 achieve value for money The extent to which governors and other supervisory boards discharge their 2 responsibilities Do procedures for safeguarding learners meet current government Yes requirements? Does this school require special measures? No Does this school require a notice to improve? No

Inspection report: Framfield Church of England Primary School, 30 September 2008 11 of 11

Annex B

1 October 2008

Dear Pupils

Inspection of Framfield Church of England Primary School, Framfield, TN22 5NR

Thank you for helping us with the inspection and making us feel so welcome in your school. We enjoyed talking with you and finding how much you enjoy coming to school and how proud you are of all that it has to offer. We have said you go to a good school that gives you a good education. We also enjoyed reading the letters of those of you who were away at the Bowles Centre. You are making good progress in your work and the standard of your work is above average. To help you make better progress we have asked the school to give you more guidance on what you need to do to improve.

You told us how you really enjoy coming to school and this is obvious from your outstanding attendance. We have said your behaviour and attitudes are outstanding, particularly how you look out for each other through schemes like the ‘buddy system’. You told us you feel very safe and happy. We have said the school does really well in helping you prepare to come to Framfield School and preparing you to move on to your next school at the end of Year 6. Adults take really good care of you and you told us there was always someone to talk to if you had a problem.

We are sure that you will continue to enjoy your time at Framfield. We wish you all success and happiness this year and in the future.

With best wishes,

Tim Feast Lead inspector

Grovelands Community Primary School Inspection report

Unique Reference Number 114393 Local Authority East Sussex Inspection number 326003 Inspection dates 20–21 January 2009 Reporting inspector David Curtis

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number on roll School (total) 611 Appropriate authority The governing body Chair Richard Miller Headteacher Marion Lace Date of previous school inspection 12–13 October 2005 School address Dunbar Drive Hailsham East Sussex BN27 3UW Telephone number 01323 840062 Fax number 01323 443000

Age group 4–11 Inspection date(s) 20–21 January 2009 Inspection number 326003

Introduction

The inspection was carried out by four Additional Inspectors.

Description of the school This is a large primary school, with three classes in each year group, including the Reception classes in the Early Years Foundation Stage (EYFS). There is a trend of numbers on roll falling year on year, although this has now stabilised. A high proportion of pupils leaves or joins the school other than at the usual times, especially in Years 3 to 6. The proportion of pupils with learning difficulties is below the national average, and the majority have moderate learning difficulties, behavioural, emotional and social needs or specific learning difficulties. The proportion of families from minority ethnic groups is steadily increasing. There is a very small proportion of pupils with English as an additional language, mainly from Eastern Europe.

There is a privately run nursery school on the school site. In addition, there is a privately managed after-school club which caters for pupils of primary age from the whole of Hailsham.

Key for inspection grades Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

Inspection report: Grovelands Community Primary School, 20–21 January 2009 4 of 11

Overall effectiveness of the school Grade: 2

This is a good school. It has a number of outstanding features. The school has made good progress since its last inspection, especially in raising standards and improving pupils’ achievement. It has outstanding capacity for further improvement. The key factor in the school’s success is exceptional leadership and management. The excellent tracking of pupils’ progress and the implementation of effective support strategies for those in danger of falling behind are paramount in school improvement. In addition, the introduction of individual pupil targets in literacy and numeracy has played a key roll in enabling pupils to understand how to improve their own work. Governors play a significant contribution in supporting school improvement, particularly in the way they challenge the headteacher over new initiatives. They ensure that pupils’ performance is monitored by gender, ability and ethnicity.

Children start school with standards that are below expectations, especially in early communication, language and literacy skills. Through effective provision in the EYFS, children make good progress from the day they start school. Currently in the EYFS, the links between indoor and outdoor learning are not sufficiently embedded. Good progress continues from Year 1 onwards. Pupils’ achievement is good and by the end of Year 6, standards in English, mathematics and science are above average. Consistently good teaching and a very effective curriculum contribute successfully to good achievement. There are strengths in the teaching of letters and sounds and in key writing skills that have a positive impact on raising standards in English, particularly for more able pupils. Teachers have good subject knowledge and use questioning skills effectively to develop pupils’ thinking skills. In lessons, although work is planned in detail for pupils’ differing needs, teachers do not consistently make it explicitly clear how much pupils should achieve by the end of the lesson. As a result, pupils, especially the more able, are not challenged to maximise their potential. Pupils enjoy an impressive range of educational visits which contribute in particular to high standards in their work in history. They enjoy taking part in a very good range of clubs, for example, 80 pupils from Years 4 to 6 are in the school choir.

Pupils’ outstanding personal development and well-being are underpinned by excellent care, guidance and support. Pupils enjoy school and work hard in lessons. Relationships are very good and pupils willingly engage in conversation with visitors. In Year 6, pupils make a significant contribution to the school community through roles, including house captains, peer mediators and librarians. Pupils have an excellent understanding of healthy lifestyles, including, in Year 6, the dangers of drugs, smoking and alcohol. The quality of pastoral care is excellent, including very effective support for those with learning difficulties and those who join the school during Years 3 to 6. Pupils have real ownership of their literacy and numeracy targets and value the way in which teachers’ marking tells them how they can improve their work.

The school’s involvement in the ‘Hailsham Partnership’ is excellent. Members of the school council speak highly of their opportunities to meet with fellow members from the other primary schools in the town. Whilst only 10% of questionnaires were returned, parents have a very high regard for the professionalism of the staff. They

Inspection report: Grovelands Community Primary School, 20–21 January 2009 5 of 11

are pleased with the way their children settle quickly into the EYFS. As one wrote, ‘The way the teachers combine the phonic learning, in the homework, has made us feel that we can also work with our child.’

Effectiveness of the Early Years Foundation Stage Grade: 2

Children make good progress and by the time they start Year 1, standards are above average in all six areas of learning. Good teaching of letters and sounds plays a key part in developing children’s early reading and writing skills. Planning is good and the way in which children are taught as a year group, rather than three distinct classes, is effective. Children benefit from specialist teaching, for example in dance, as part of their physical development. Teaching assistants are deployed effectively and contribute significantly to children being taught key skills in smaller groups. Children enjoy choosing activities for themselves and play happily together, for example in the ‘doctor’s surgery’. Children benefit from a stimulating and safe outdoor area, including a climbing frame and areas where they may ‘garden’. However, as the school recognises, the outdoor area is not fully established as an area which mirrors the six areas of learning promoted indoors.

Children are cared for extremely well. Effective support is provided by staff and outside agencies for the increasing number starting school with speech and language difficulties. Partnerships are good, with staff working hard to engage parents in the children’s learning. Effective links with pre-school providers in the area support the smooth transition into the Reception classes. Leadership and management are good, with particular strengths in the way in which children’s progress is assessed and planning amended to meet individual needs as the result of information gathered.

What the school should do to improve further

Improve teachers’ expectations as to what pupils should achieve by the end of lessons. Embed the use of the outdoor learning area for children in the EYFS to cover all six areas of learning.

Achievement and standards Grade: 2

In response to the good teaching they receive and through teachers setting challenging targets, pupils make good progress and achieve well throughout the school. Improvements in Year 6 results have been sustained year on year. The school recognises that a small number of more able pupils in Year 6 could perform better in writing and as a result a programme to extend writing skills has been implemented. Good use is made of intervention, with a number of strategies having impact, for example, the quick progression of newcomers in Years 5 and 6 who manage to perform in line with their peers upon leaving school. Pupils with learning difficulties make good progress towards the targets set for their learning. Pupils from minority ethnic groups, including those who are relatively new to speaking

Inspection report: Grovelands Community Primary School, 20–21 January 2009 6 of 11

English, achieve well. Although there are year-to-year variations, boys and girls maintain similar rates of progress. Personal development and well-being Grade: 1

Pupils’ spiritual, moral, social and cultural development is outstanding. Through art, music and ‘themed weeks’, for example on Africa, they gain a genuine insight into the lives of others. Pupils’ attitudes to learning are first rate and they say they enjoy learning because of the relationships with the adults in school, who are always fair. The school council is proud of its contribution to the school, for example in choosing playground equipment to make it a more exciting place at break times.

Pupils have an excellent awareness of healthy lifestyles and take advantage of the many cultural and sporting activities the school offers. They are aware of safe practices and demonstrate this by understanding rules which keep them safe. They enjoy a secure learning environment and feel comfortable to ask questions if they are unsure about anything. Attendance is good. Pupils take pleasure in performing in the school choir, for example, taking part in singing a song in different languages, with pupils who speak Danish and Arabic being assured their languages would be included. Recent improvements to standards in literacy and numeracy mean that pupils’ preparation for their future economic well-being is good.

Quality of provision

Teaching and learning Grade: 2

Well-planned lessons mean that pupils are helped to be well organised, confident and willing to contribute to discussions. Relationships between pupils and staff are excellent. Pupils’ attitudes to learning are good as they are managed with positive behaviour management strategies, with all year groups identifying a ‘star’, ‘hero’ or ‘VIP’ of the week. Teachers’ subject knowledge is good and they use interactive whiteboards effectively to demonstrate and explain new learning. The teaching of reading is of a high standard and contributes significantly to the improved standards in English. Teaching assistants are used effectively, particularly at the start of lessons, where they are fully engaged in supporting individuals or small groups.

Teachers skilfully question pupils to extend their knowledge as well as making sure all pupils fully participate in the lesson. At the start of lessons, teachers share the learning intentions and ‘steps to success’. Whilst these strategies engage and motivate pupils, the ‘steps to success’ do not always apply to all the different groups of pupils. This means that there are times when pupils, particularly the more able, do not achieve enough in lessons.

Curriculum and other activities Grade: 2

The curriculum has been adapted successfully to meet the needs of the pupils, including those with learning difficulties. The emphasis is on developing pupils’ skills, using humanities and science to lead the planning. The curriculum provides good support for literacy and numeracy whilst making good links between subject areas,

Inspection report: Grovelands Community Primary School, 20–21 January 2009 7 of 11

which enhances pupils’ creativity. There are very good examples of pupils using their literacy and information and communication technology (ICT) skills to support their history work. Curriculum enrichment is very good and provided through an impressive range of visits and visitors coming to the school to contribute to pupils’ enjoyment, learning and understanding. For example, the Year 6 topic on the Victorians leads to a Victorian day, and the study of William Morris to creating paintings in his style, with the topic concluding with a visit to Standen House. Embedded in the curriculum are the social and emotional aspects of learning (SEAL) programme, which have a positive impact on pupils’ personal development and well-being.

Care, guidance and support Grade: 1 The school complies rigorously with all statutory requirements for safeguarding pupils. Parents value the quality of pastoral care and the quality of the induction arrangements for their children whether starting in the EYFS or transferring from another school. Strategies to support pupils with learning difficulties and other vulnerable groups are excellent. Teaching assistants play a vital role in supporting learning. Excellent links with outside agencies and partner schools support pupils most effectively.

The quality of academic guidance and support is outstanding. Pupils know and understand their targets in literacy and numeracy. Teachers review these with pupils on a regular basis and sign them off when reached and then set new targets. Pupils say how much they value teachers’ marking because it tells them how to improve their work.

Leadership and management Grade: 1

Particularly strong are the sense of purpose, which is shared by all staff, and clear, outstanding direction, which is communicated by a headteacher who embodies high aspirations. Year and subject leaders have been empowered to make strategic decisions and have an excellent grasp of pupils’ performance and the strategies with which they can support and improve learning. Self-evaluation is rigorous, honest and shared. It ensures all have ownership of the performance of the school. An experienced governing body provides excellent support for the school as well as effectively holding the leadership team to account. Equally effective is the leadership’s use of external partnerships to improve the learning experiences of the school community. Of particular note is the local link with the Hailsham Partnership, which offers professional development opportunities for staff and a forum for pupils to swap ideas. The leadership team demonstrate the value they place on promoting understanding of other cultures and communities through forming a link with a school in Africa, with the latest activity of donating toothbrushes giving pupils an understanding of the meaning of charity.

Inspection report: Grovelands Community Primary School, 20–21 January 2009 8 of 11

Annex A Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 School satisfactory, and grade 4 inadequate. Overall

Effectiveness of the Early Years Foundation Stage How effective is the provision in meeting the needs of children in the 2 EYFS? How well do children in the EYFS achieve? 2 How good is the overall personal development and well-being of the children in 2 the EYFS? How effectively are children in the EYFS helped to learn and develop? 2 How effectively is the welfare of children in the EYFS promoted? 2 How effectively is provision in the EYFS led and managed? 2

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

Inspection report: Grovelands Community Primary School, 20–21 January 2009 10 of 11

Leadership and management How effective are leadership and management in raising 1 achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading 1 to improvement and promote high quality of care and education How effectively leaders and managers use challenging targets to raise 1 Standards The effectiveness of the school’s self-evaluation 1 How well equality of opportunity is promoted and discrimination eliminated 2 How well does the school contribute to community cohesion? 1 How effectively and efficiently resources, including staff, are deployed to 2 achieve value for money The extent to which governors and other supervisory boards discharge their 1 responsibilities Do procedures for safeguarding learners meet current government Yes requirements? Does this school require special measures? No Does this school require a notice to improve? No

Inspection report: Grovelands Community Primary School, 20–21 January 2009 11 of 11

Annex B

22 January 2009

Dear Pupils

Inspection of Grovelands Community Primary School, Hailsham BN27 3UW

Thank you very much for the very warm welcome you gave us when we inspected your school. We enjoyed meeting you around the school and in lessons. On behalf of the team, I must give a special thank you to the school council and the group from Year 6 who met us during lunchtime. All of us would have loved to have stayed longer in your school, but whatever you do, do not tell your teachers I said that! I am delighted to tell you that you go to a good school, but I think you know that already.

These are some of the things that we thought were especially good:

The work you do in literacy and numeracy is of a good standard. Your behaviour is excellent and you get on really well with each other and adults. In lessons, you work hard and like the way teachers tell you how well you are doing in reaching your targets. You enjoy taking parts in clubs, including the choir and going on educational visits which help you do some brilliant work in history. All the adults in the school look after you and support you extremely well. Those who lead and manage your school do an excellent job in making sure that you work hard and become delightful young people.

There are two things which we have asked your headteacher, teachers and governors to do in order to make your school even better than it already is. These are:

To make sure that teachers tell you how much work you should complete by the end of the lesson. To make sure that those of you in Reception can learn outdoors as well as you do indoors.

Keep up the good work and carry on reaching your targets.

Yours faithfully

David Curtis Lead inspector

Hankham Primary School Inspection report

Unique Reference Number 114395 Local Authority East Sussex Inspection number 311581 Inspection dates 11 November 2008 Reporting inspector Jacquie Buttriss

This inspection of the school was carried out under section 5 of the Education Act 2005.

The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.

Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number on roll School (total) 140 Government funded early education 20 provision for children aged 3 to the end of the EYFS Appropriate authority The governing body Chair Mr Ivan Birch Headteacher Mr Michael Round Date of previous school inspection June 2004 Date of previous funded early education June 2004 inspection School address Hankham Road Hankham Pevensey East Sussex BN24 5AY Telephone number 01323 763265 Fax number 01323 763265

Age group 4–11 Inspection date(s) 11 November 2008 Inspection number 311581

Inspection report: Hankham Primary School, 11 November 2008 3 of 11

Introduction

The inspection was carried out by two Additional Inspectors.

Description of the school

This is a smaller than average primary school in a rural area. Most of the school’s pupils come from outside the local community. The proportion of pupils eligible for free school meals is lower than most schools, as is the proportion of pupils from minority ethnic backgrounds. There is a higher than average proportion of pupils with learning difficulties and/or disabilities. There is considerably higher mobility than is usual in small primary schools, with several pupils joining or leaving the school every term. The Early Years Foundation Stage (EYFS) children in the Reception year are in a class with some Year 1 pupils. All pupils are taught in mixed-age classes.

Key for inspection grades

Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

Inspection report: Hankham Primary School, 11 November 2008 4 of 11

Overall effectiveness of the school Grade: 2

This is a good school. Good teaching helps pupils to achieve well overall, so that by the time they go on to their secondary schools, pupils reach above average standards in English, mathematics and science. Children in the Reception class enjoy a good start to their school lives and make good progress. Pupils with learning difficulties and/or disabilities achieve well.

Personal development and well-being are good. Pupils and staff all know each other very well and this helps the school to have ‘a good sense of family’ and ‘a lovely community feel’, as two parents commented. Pupils demonstrate outstanding enjoyment of coming to school and highly positive attitudes to their learning, as reflected in their good attendance rates and their enthusiasm for all that the school has to offer. Behaviour is very good throughout the school. Pupils know how to keep safe and healthy and enjoy involving themselves in the community. They learn a good range of skills to prepare them for their future lives. Pupils’ social, moral, spiritual and cultural development is good overall, although they are less aware of the lives of people from other cultures in the United Kingdom or abroad.

The high quality of teaching leads to good learning in all aspects of the exciting curriculum. Teachers make good use of assessment to plan their lessons so that work is usually well matched to pupils’ varying needs. ‘Lessons teach us a lot’, said one Year 6 boy. ‘The best thing is our lessons’, said a younger pupil. However, occasionally, although they make good progress overall, one or two of the oldest and more able pupils in some mixed-age classes do not make as much progress as their younger classmates. This is reflected in the comments of a few of the more able older pupils that ‘we sometimes go over the same stuff’. Teaching assistants provide good support.

‘The school has a strong, caring ethos’, said one parent, echoing the views of many. Vulnerable pupils are well supported. Good child-protection and safeguarding procedures are in place. There are good links with other schools in the area although transition arrangements to the secondary schools are hindered by the rural location of the school. Good academic guidance enables most pupils to know how well they are doing and how to improve their work.

The clear direction of the headteacher and the strong support of the senior leadership team ensure that the school is well led and managed. There has been good improvement since the previous inspection and this indicates that there is good capacity to continue to improve. Parents are overwhelmingly supportive of the school and speak favourably about all aspects of provision. One parent represented the views of many when she commented, ‘I am delighted with the school and the way my children are thriving here.’ Another agreed, ‘Keep up the great work and well done everyone!’

Effectiveness of the Early Years Foundation Stage Grade: 2

Good induction arrangements and good teaching enable the Reception children to settle quickly and make good progress, especially in communication, language and

Inspection report: Hankham Primary School, 11 November 2008 5 of 11 literacy. By the time they reach Year 1 the majority of children have met most of the early learning goals and are ready for the National Curriculum.

The Reception teacher’s good questioning skills, flair and high expectations encourage children to engage fully in their learning and to develop their speaking and listening skills very well from the start. They quickly gain confidence and are helped to develop very good relationships with staff and with each other. Their behaviour is very good. Children are cared for well and thoroughly enjoy the stimulating range of activities provided by the good curriculum. The leadership of the EYFS is good. There is a good outside area adjacent to the classroom, but it is not used as fully as it could be in order to help develop children’s outdoor learning.

What the school should do to improve further

Ensure that all lessons provide greater challenge for the more able older pupils in mixed-age classes so that they make even quicker progress in their work. Ensure that the outside area is used more regularly and thus incorporated more fully into the EYFS curriculum to promote children’s outdoor learning. Strengthen pupils’ awareness of the diversity of British culture and how people live in other countries.

Achievement and standards Grade: 2

When children enter the Reception class, their attainment is broadly in line with expectations. They make good progress, especially in reading and writing, although their progress in aspects of their outdoor learning is slower. Many pupils make good progress in Years 1 and 2, although the small numbers in these year groups and the high mobility mean that standards vary at the end of Year 2. Overall, pupils make increasingly good progress as they go up through the school as the level of challenge rises. This accelerates in Year 6 so that, by the time they are ready to move on to their secondary education, pupils attain above average standards. The small number of pupils who have remained in the school from start to finish achieve very well. As a result, they attain well above average standards. Pupils with learning difficulties and/or disabilities make good progress. Achievement is good overall. The recent priority of raising standards in writing through the school is successfully increasing progress and improving attainment in all age groups.

Personal development and well-being Grade: 2

The excellent enjoyment of pupils is demonstrated in many aspects of school life. Parents comment on how happy their children are to come to school and this is supported by the considerable recent improvement in attendance. ‘There is a real sense of belonging’, was one parent’s observation. Another praised the school’s ‘personal touch and friendly family feel’. Pupils speak very knowledgeably about the importance of healthy eating and exercise. They say they ‘feel safe at school’, there is no bullying and they know who to turn to with any concerns. They behave very well both in lessons and around the school, calmly respecting and looking after each other as a matter of course. Pupils are actively involved in community activities, both through their work as school councillors and in a range of local events, such as the

Inspection report: Hankham Primary School, 11 November 2008 6 of 11 youth radio project and winning a garden design competition. However, their awareness of other cultures in the wider community, nationally and internationally, is less well developed.

Quality of provision

Teaching and learning Grade: 2

Good teaching is a feature of this school, successfully motivating pupils to enjoy their learning and make good progress. ‘Teachers are nice, fun and helpful’, said a Year 5 pupil. ‘They help us if we have problems and make it clear’, said another. Teachers have good subject knowledge and set clear learning objectives. Lessons are well paced and tasks are suitably varied. Teachers’ good questioning skills help pupils to develop thoughtful responses across the curriculum. Work is well matched to the needs of pupils. However, in some classes work planned for the more able, older pupils is not always sufficiently challenging to support even better learning. Assessment processes are good and pupils are often asked to evaluate their own understanding at the end of a study unit, which helps them to know how well they are doing.

Curriculum and other activities Grade: 2

The stimulating curriculum is enriched by a wide range of popular and well-attended extra-curricular activities. A variety of visits and visitors help broaden its appeal further. There is very good use of writing across the curriculum and a range of approaches help engage the interest of boys as well as girls in writing tasks. Very good use is made of the school’s laptop computers in a variety of lessons and classes, which ensures their information and communication technology (ICT) skills are well developed. There are very good opportunities for pupils to undertake a range of sports activities, but, along with missed opportunities to raise pupils’ awareness of other cultures, art and music are not as strongly developed.

Care, guidance and support Grade: 2

All staff work hard to ensure that pastoral care is a strength of the school. Pupils with learning difficulties and/or disabilities and other vulnerable pupils are well supported. There are good arrangements to help children coming into the school from pre- school settings to settle happily into the reception class. Transition to secondary schools is hindered by the rural location of the school, which means their transition to the next stage of learning is satisfactory rather than good. However, there are good links with a number of local primary schools which help support pupils’ learning and personal development. For example, the sporting links with the local community college help develop sports and social skills. Academic guidance is also good. Pupils know their individual learning targets and feel that these ‘are a good idea because they help us to learn’. Teachers’ marking of pupils’ work is both informative and constructive, helping learners to know how to improve their work.

Inspection report: Hankham Primary School, 11 November 2008 7 of 11

Leadership and management Grade: 2

The good leadership and management is characterised by clear vision and strong staff teamwork in the drive for improvement. There is good subject leadership and some clear action plans to support work across the curriculum. Leaders track pupils’ progress effectively and use this information to set suitably challenging targets for pupils. The school has worked hard to raise the levels of attendance, which is now good. The school’s self-evaluation processes are robust so that the wide-ranging school development plan identifies the right main priorities for improvement.

The dedicated governing body is very supportive of the school and is active in making classroom visits to monitor provision. However, governors currently do not extend their monitoring roles across the full range of activities and do not provide as much challenge as they could to hold the school to account. Community cohesion is satisfactory overall, with good equality of opportunities in school and very good, involvement in the local community. As yet, however, there are no links beyond the local community, though the school does have plans to develop these in the future.

Inspection report: Hankham Primary School, 11 November 2008 8 of 11

Annex A Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 School satisfactory, and grade 4 inadequate. Overall

Overall effectiveness How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of 2 learners? Effective steps have been taken to promote improvement since the Yes last inspection How well does the school work in partnership with others to promote 2 learners’ well-being? The capacity to make any necessary improvements 2

Effectiveness of the Early Years Foundation Stage How effective is the provision in meeting the needs of children in the 2 EYFS? How well do children in the EYFS achieve? 2 How good is the overall personal development and well-being of the children in 2 the EYFS? How effectively are children in the EYFS helped to learn and develop? 2 How effectively is the welfare of children in the EYFS promoted? 2 How effectively is provision in the EYFS led and managed? 2

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

All white boxes must be completed. The grey boxes are used wherever the inspection team has sufficient evidence to come to a secure judgement.

Inspection report: Hankham Primary School, 11 November 2008 10 of 11

Personal development and well-being How good are the overall personal development and well-being of the 2 learners? The extent of learners’ spiritual, moral, social and cultural development 2 The extent to which learners adopt healthy lifestyles 2 The extent to which learners adopt safe practices 2 How well learners enjoy their education 1 The attendance of learners 2 The behaviour of learners 2 The extent to which learners make a positive contribution to the community 2 How well learners develop workplace and other skills that will contribute to 2 their future economic well-being

Leadership and management How effective are leadership and management in raising 2 achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading 2 to improvement and promote high quality of care and education How effectively leaders and managers use challenging targets to raise 2 Standards The effectiveness of the school’s self-evaluation 2 How well equality of opportunity is promoted and discrimination eliminated 2 How well does the school contribute to community cohesion? 3 How effectively and efficiently resources, including staff, are deployed to 2 achieve value for money The extent to which governors and other supervisory boards discharge their 3 responsibilities Do procedures for safeguarding learners meet current government Yes requirements? Does this school require special measures? No Does this school require a notice to improve? No

Inspection report: Hankham Primary School, 11 November 2008 11 of 11

Annex B

November 2008

Dear Children

Inspection of Hankham Primary School, Pevensey, BN24 5AY

Thank you for being so friendly, polite and helpful when we came to inspect your school. You made us feel very welcome. We enjoyed talking with you. Yours is a good school. It helps you to do good work and cares for you well.

These are the things we especially like about your school:

You make good progress and achieve above average standards in your work. Well done! Your behaviour is very good. You have very good relationships and you look after each other well. You understand well how to be healthy and stay safe. You have good teaching which helps make your lessons exciting and fun. Your enjoyment of school is outstanding and you are keen to do your best. Your headteacher, teachers and governors are leading the school well and are working hard to make it even better. Your parents and carers tell us that they are very pleased you come to this school.

This is what I think your school could do even better:

The teachers could plan your lessons to provide even more challenge for the older pupils in each class so that they often do different work to other groups. The reception children could be helped to make more use of their outside area to develop their learning skills more fully. Teachers could help you to become more aware of different cultures in Britain and abroad.

You could help by continuing to work hard and enjoy your lessons. I would like to wish you lots of success in your future learning. Keep up the good work!

Jacquie Buttriss Lead inspector

PROTECT - INSPECTION

Maynards Green Community Primary School Inspection report

Unique Reference Number 114407 Local Authority East Sussex Inspection number 311586 Inspection dates 14 October 2008 Reporting inspector Jacquie Buttriss

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number on roll School (total) 175 Government funded early education 26 provision for children aged 3 to the end of the EYFS Appropriate authority The governing body Chair Gino di Francesco Headteacher Verity Poole Date of previous school inspection June 2005 School address Maynards Green Heathfield East Sussex TN21 0DD Telephone number 01435 812622 Fax number 01435 813944

Age group 4–11 Inspection date(s) 14 October 2008 Inspection number 311586

Inspection Report: Maynards Green Community Primary School, 14 October 2008 3 of 11

Introduction

The inspection was carried out by two Additional Inspectors, who evaluated the overall effectiveness of the school. They particularly investigated the teaching of mathematics to pupils in Years 1 and 2 and the degree of challenge for more able pupils of all ages. Inspectors met with pupils, staff and governors. Parts of some lessons were observed and inspectors looked at pupils’ work. School information, such as evidence of pupils’ progress and the school improvement plan, was scrutinised. Other aspects of the school’s work were not investigated in detail, but inspectors found no evidence to suggest that the school’s own assessment, as given in its self-evaluation, were not justified, and these have been included where appropriate in this report.

Description of the school

This is a smaller than average primary school in a rural area. Fewer than average pupils are eligible for free school meals. The proportion of pupils with learning difficulties and/or disabilities is below average, as are the numbers of pupils with English as an additional language and those from minority ethnic groups. There is Early Years Foundation Stage (EYFS) provision in the Reception class.

Key for inspection grades

Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

Inspection report: Maynards Green Community Primary School, 14 October 2008 4 of 9

Overall effectiveness of the school Grade: 2

This is a good school. It has some outstanding features, principal among which is pupils’ excellent personal development and well-being. Relationships are very strong throughout the school, so that adults and pupils all care for each other well. This contributes strongly to pupils’ great enjoyment of school and their highly positive attitudes to their learning. As a result of their excellent enjoyment, pupils’ attendance is improving and their behaviour is exemplary, as endorsed by one parent’s comment: ‘I am extremely impressed at how well the children all behave.’

Pupils of all ages talk animatedly about the importance of adopting healthy lifestyles and they have an excellent understanding of how to stay safe. They contribute strongly to their local community, taking part in events and inviting residents in to visit the school. Pupils acquire a good range of skills to help prepare them for their future lives. Spiritual, moral, social and cultural development is good overall, but awareness of other cultures is underdeveloped.

Teaching is predominantly good through the school. Most lessons are characterised by dynamic pace, a good degree of challenge for all abilities and high expectations of what pupils can do. This results in pupils making good progress in nearly all year groups. In a few classes pupils make excellent progress. Pupils’ attainment when they start in Reception is broadly typical for their age. Pupils achieve well overall. By the time they move on to their secondary schools, standards are well above average. Pupils with learning difficulties and/or disabilities are given good support by experienced teaching assistants, enabling them to achieve well compared with their starting points. The lively curriculum, well enriched by an interesting variety of additional activities, visits and visitors, motivates pupils of all ages to work hard and do their best.

There is slower progress amongst some younger pupils in mathematics and these pupils are not sufficiently challenged. However, the picture changes as pupils move through the school and experience a more exciting curriculum and some particularly good teaching which enables learners to reach far above average standards in mathematics by the time they leave the school. As one Year 6 pupil said, ‘Maths is more fun to do now – even algebra!’

Pastoral care is a strength of the school, providing good support for pupils’ enjoyment, achievement and well-being. As one parent said, ‘This school is always striving to give the best possible care and educational provision.’ Child protection and safeguarding procedures are fully in place. Assessment of pupils’ progress is extensive and is used effectively to ensure that work is well matched to their needs. However, other aspects of academic guidance are not so strong. In particular, although some teachers mark pupils’ books very constructively with suggestions for improving their work, this is inconsistent throughout the school, and at the time of the inspection, pupils did not have individual learning targets to help them aim higher in their learning.

Good leadership and management are characterised by the clear direction for improvement set by the headteacher and the strong leadership team. As one parent noted, ‘The school is constantly developing and improving.’ Self-evaluation processes

Inspection Report: Maynards Green Community Primary School, 14 October 2008 5 of 11 are good and the analysis of pupils’ progress is exceptionally strong, with the result that the school is well equipped to identify areas for development. An example of this is the recent good work done on improving writing skills across the school, with the result that pupils’ progress has accelerated and standards are now rising. This demonstrates the school’s good capacity for continued improvement.

Challenging targets are set for school improvement and most have been met in recent years. Very good partnerships exist with other schools and pre-school settings to ensure good induction and transition processes. Community cohesion is good overall, especially in relation to equality of opportunity within the school. Its involvement in the local community is excellent. For example, pupils visit pre-school settings to read books they have made especially for these younger children. However, although wider links are planned, the school does not yet have active links with schools in different UK areas or abroad. Governors fulfil their roles effectively through a range of monitoring activities to ensure that they have a good knowledge of the school’s strengths and are able to explore areas for development.

The great majority of parents are very supportive of the school and what it does for their children. ‘I am thrilled with the school and am very pleased to be part of the school community,’ commented one parent, reflecting the responses of many.

Effectiveness of the Early Years Foundation Stage Grade: 2

Good introductory processes help children to settle quickly into the Reception class. As one parent commented, ‘We were amazed at how much thought went into helping him get ready for big school.’ Children are well cared for and relationships are supportive, so that learners make good gains in their personal and social development and are keen to learn. Children therefore enjoy their school experiences and behave well.

The good Reception teaching ensures that children develop independence and make good progress across the areas of learning, so that by the time they enter Year 1 most children achieve above average standards. Careful analysis of children’s progress ensures that work is well matched to learners’ needs. Good assessment procedures effectively identify the next steps in learning. Provision for learning inside the Reception classroom is good, but there is not currently a separate outside area to stimulate children’s active learning out of the classroom. The adjacent playground is not sufficiently used by the Reception class for physical and creative activities and this hampers the delivery of some areas of the curriculum.

What the school should do to improve further

Help pupils to know how well they are doing and how to improve their work by ensuring greater consistency in teachers’ marking and by setting all pupils individual learning targets in literacy and numeracy. Ensure that pupils in the EYFS have more frequent use of improved outside facilities to extend their learning and physical development.

Inspection report: Maynards Green Community Primary School, 14 October 2008 6 of 9

Annex A Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 School satisfactory, and grade 4 inadequate. Overall

Overall effectiveness How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of 2 learners? Effective steps have been taken to promote improvement since the Yes last inspection How well does the school work in partnership with others to promote 2 learners’ well-being? The capacity to make any necessary improvements 2

Effectiveness of the Early Years Foundation Stage How effective is the provision in meeting the needs of children in the 2 EYFS? How well do children in the EYFS achieve? 2 How good is the overall personal development and well-being of the children in 2 the EYFS? How effectively are children in the EYFS helped to learn and develop? 2 How effectively is the welfare of children in the EYFS promoted? 2 How effectively is provision in the EYFS led and managed? 2

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

Inspection report: Maynards Green Community Primary School, 14 October 2008 8 of 9

Personal development and well-being How good are the overall personal development and well-being of the 1 learners? The extent of learners’ spiritual, moral, social and cultural development 2 The extent to which learners adopt healthy lifestyles 1 The extent to which learners adopt safe practices 1 How well learners enjoy their education 1 The attendance of learners 2 The behaviour of learners 1 The extent to which learners make a positive contribution to the community 1 How well learners develop workplace and other skills that will contribute to 2 their future economic well-being

Leadership and management How effective are leadership and management in raising 2 achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading 2 to improvement and promote high quality of care and education How effectively leaders and managers use challenging targets to raise 2 Standards The effectiveness of the school’s self-evaluation 2 How well equality of opportunity is promoted and discrimination eliminated 2 How well does the school contribute to community cohesion? 2 How effectively and efficiently resources, including staff, are deployed to 2 achieve value for money The extent to which governors and other supervisory boards discharge their 2 responsibilities Do procedures for safeguarding learners meet current government Yes requirements? Does this school require special measures? No Does this school require a notice to improve? No

Inspection report: Maynards Green Community Primary School, 14 October 2008 9 of 9

Annex B

16 October 2008

Dear Children,

Inspection of Maynards Green Community Primary School, Heathfield TN21 0DD

These are the things we especially like about your school:

You make good progress and achieve well in your work. Well done! Your behaviour is excellent. You have excellent relationships and you look after each other well. You have an excellent understanding of how to be healthy and stay safe. You have good teachers who work hard to make your lessons exciting and fun. You enjoy school very much and are keen to do your best. Keep it up! Your headteacher, teachers and governors are leading the school well and are working hard to make it even better. Your parents and carers tell us that they are very pleased you come to this school.

This is what I think your school could do even better:

The teachers could help you to know how well you are doing and how to improve your work by making sure they all mark your work with suggestions for improvement and helping you to use learning targets. The school could improve the outside learning area for the Reception class.

You could help by continuing to work hard and enjoy your lessons. I would like to wish you lots of success in your future learning. Keep up the good work!

Jacquie Buttriss Lead inspector

Meeching Valley Primary School Inspection report

Unique Reference Number 114440 Local Authority East Sussex Inspection number 311603 Inspection dates 4–5 December 2008 Reporting inspector Selwyn Ward

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number on roll School (total) 180

Appropriate authority The governing body Chair Dr Anthony Bradbury Headteacher Mrs Chris Gascoyne Date of previous school inspection 31 January–2 February 2005 School address Valley Road Newhaven East Sussex BN9 9UT Telephone number 01273 514300 Fax number 01273 514300

Age group 4–11 Inspection date(s) 4–5 December 2008 Inspection number 311603

Inspection report: Meeching Valley Primary School, 4–5 December 2008 2 of 11

Introduction

The inspection was carried out by two Additional Inspectors.

Description of the school

In this small school, an above average number of pupils have learning difficulties and/or disabilities, mostly for behavioural and emotional difficulties or speech and language delay. The great majority of pupils are White British. In addition to those children who start in the Early Years Foundation Stage (EYFS), an above average number join the school partway through their primary education. There is a breakfast club and a pre-school, which are separately managed.

Key for inspection grades

Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

Inspection report: Meeching Valley Primary School, 4–5 December 2008 4 of 11

Overall effectiveness of the school Grade: 3

Meeching Valley Primary provides a satisfactory education for its pupils. It has been through some turbulence as a result of the disruptive effects of changes both of staff and of class organisation, as the school has moved between mixed- and single-age classes. This has affected standards, particularly in 2007, when results in the national tests were very low and pupils did not make the progress they should. A revitalised leadership team and more settled staffing have helped to turn the school around so that pupils are now making satisfactory progress, with children getting off to a good start in EYFS. Standards in English and mathematics are now much closer to the national average, with results in the 2008 national tests up sharply on the previous year. They remain very low, however, in science. The school has this year revised its curriculum planning for this subject to improve pupils’ progress, but school leaders recognise that gaps remain in pupils’ prior knowledge and understanding.

Where the school has had greatest success is in its creation of what parents describe as ‘a very caring and supportive environment’. The good arrangements for pupils’ welfare enable them to feel safe and to grow in confidence and self-esteem. The way the school achieves this good personal development is, again, greatly appreciated by parents. One, typically, wrote, ‘I have always been impressed at how each child is treated as the individual they are’. In a school where all the classes are named after precious and semi-precious stones, it is not surprising that the staff think of the children as their ‘little gems’. Pupils get on well with each other and behaviour is good. This represents a remarkable turnaround, particularly for those pupils who need extra help in controlling their behaviour. Good quality marking that sets out the next steps in pupils’ learning is making a key contribution to the pupils’ improved progress.

Stronger links between different subjects are helping to make learning more interesting and exciting for the pupils because they give a more practical application for literacy and numeracy tasks. Teachers generally manage their classes well and teaching assistants are deployed effectively to support those pupils who need extra help with their learning or in staying focused. This good support enables many of the pupils with learning difficulties and/or disabilities to make good progress in their learning. Although they make better progress in reading, more able pupils do not always do as well as they could because they are not always challenged enough to extend their thinking. Pupils who join the school partway through their primary education make similar progress to the others in the classes they join.

The headteacher, school leaders and governors have a broadly accurate picture of Meeching Valley’s strengths and areas for development, although they have an overly rosy view of some aspects of the school. They have had success in arresting the underachievement in 2007. Their monitoring has helped to improve the quality of teaching and learning. Individual pupils’ progress is carefully tracked, but the school’s policy of setting targets based mainly on the previous year’s assessments means that pupils are not always pushed to make the faster progress needed where they have had a year when they have slipped behind. Nevertheless, the improvement in the school, particularly over the past year, shows its satisfactory capacity to improve further.

Inspection report: Meeching Valley Primary School, 4–5 December 2008 5 of 11

Effectiveness of the Early Years Foundation Stage Grade: 2

Children make good progress, so that by the end of the Reception Year, they have made good gains from their low starting points to reach standards that are just below average. Children are helped to quickly settle in the EYFS. A parent explained that their child had been ‘made very welcome and has made friends quickly’. The children are happy and work together with much enjoyment. They behave well and show positive attitudes because staff value and listen to them. Consequently, progress in their personal, social and emotional development is especially good. Parents are closely involved and regularly send in ‘wow’ slips when they have been impressed by what their children have said or learnt. Welfare arrangements are thorough and there is good supervision. Children freely choose activities in the sheltered outdoor area, although they do not have enough opportunities to climb and play on toys that promote their physical development. Leadership of the EYFS is good. Children readily select activities for themselves and tackle them with good levels of concentration, whether it is making a Christmas present from scrap materials or digging for buried stars with letters of the alphabet on them. EYFS staff work well as a team, keep good records and make accurate assessments of what children can do and the progress they make. They use this information well to plan activities geared at moving children’s learning on.

What the school should do to improve further

Raise standards in science by identifying and filling the gaps in pupils’ prior knowledge and understanding. Set work in all lessons that challenges and extends the thinking of more able pupils. Ensure that the individual targets set for pupils’ progress push them to catch up when they have fallen behind.

Achievement and standards Grade: 3

Standards have improved since 2007, when pupils did not achieve as well as they should. Though still below average overall, and low in science, standards are now much closer to those expected nationally. Achievement is satisfactory, and pupils’ progress in basic literacy and numeracy skills prepares them adequately for their future. Pupils with learning difficulties and/or disabilities often make good progress because they benefit from good support, with a high number of teaching assistants in each class. More able pupils, however, do not do as well as they should because they are not routinely set work or questions that challenge them enough to extend their thinking. This means that relatively few pupils attain higher levels in the national tests and the school’s targets are for only a very small number to attain the higher level in 2009 and 2010. Pupils who join the school partway through their primary education are helped to make similar progress to the others. Again, those

Inspection report: Meeching Valley Primary School, 4–5 December 2008 6 of 11

who come in with lower attainment generally make better progress than those with higher prior attainment.

Personal development and well-being Grade: 2

Pupils enjoy school and they feel safe from bullying. They are very confident that the adults at school will give them the help and guidance they need. They are very positive about the way the comments teachers make in their marking are helping them to think more about their work. Pupils do not all, however, take as much pride as they should in the presentation of their work. Pupils’ spiritual, moral, social and cultural development is good. They are very clear about right and wrong and say that behaviour is much better and that it is now calm. Parents echo this view. One wrote to describe the ‘huge improvement in my son’s behaviour’. The big fall in the number of detentions also shows how much behaviour has improved. Pupils play a positive role in school life, for example as school councillors, playtime buddies and monitors, and are involved in the local community. They especially enjoy joining in the Brighton Festival parade. They take an interest in learning about cultures and beliefs other than their own. Year 6 pupils, for example, are raising money for a village in Malawi where a former pupil now lives. Pupils are well aware of the importance of healthy living and of staying safe. Sporting activities are especially popular.

Quality of provision

Teaching and learning Grade: 3

As a parent pointed out, ‘My daughter’s progress has not been helped by numerous changes of teacher in previous years.’ The now more settled staffing is resulting in improved teaching and learning. Teachers relate well to their pupils and they generally manage behaviour effectively so that even those pupils who have difficulty in containing their emotions are helped to settle and get on with their work. Teachers make good use of information and communication technology (ICT) to help keep pupils interested and engaged. The most effective lessons are punctuated with varied practical activities that help to maintain a brisk pace of learning. In some lessons, however, pupils’ attention drifts when they have to listen passively for too long. Just occasionally, pupils are unsure about what they should be doing when they are set individual or group work. Teaching assistants are mostly used well to support those pupils who need extra help with their learning. More able pupils, however, are not always challenged enough to develop their thinking and raise their attainment.

Curriculum and other activities Grade: 3

A number of recent initiatives are beginning to have an impact in raising standards. These include, for example, more regular opportunities for extended writing. Imaginative links between different subjects are helping to enthuse pupils and are motivating them to achieve. Work in Year 5, for example, linking mathematics and history, prompted pupils to think more about the need for standard measures as they

Inspection report: Meeching Valley Primary School, 4–5 December 2008 7 of 11

discovered the limitations in measuring objects in cubits that varied with the size of the individual. School leaders have identified that past weaknesses in the science curriculum have led to underachievement in this subject. The revised science curriculum is still in its first year. It is giving pupils more opportunities to learn through investigation and to make constructive links with other subjects. However, school leaders acknowledge that there remain gaps from previous years in pupils’ knowledge and understanding in science and these have not been precisely catalogued with action taken to fill them. Pupils and their parents are pleased with the many extra-curricular activities on offer, although several of these are only available to older pupils. The very well attended cookery clubs are a particular favourite.

Care, guidance and support Grade: 2

There is rigorous attention to health and safety and child protection checks. Working in close partnership with outside agencies, good support for those with learning difficulties and/or disabilities helps these pupils to make good progress. A parent of a child receiving help with language development described how ‘support has always been readily available, but without making him seem different to his peers.’ Pupils who join the school partway through their primary education are assessed when they start and support is put in place to enable them to make similar progress to others. There is some variation in the quality of marking, and not all is as good, but most marking gives pupils clear feedback on how they can improve their work. In the very best marking, this involves teachers entering into a written dialogue with each pupil that helps them to assess for themselves the progress that they are making.

Leadership and management Grade: 3

Meeching Valley describes as its aim to provide ‘a safe and caring school working together to achieve our best’. The headteacher and school leaders have had particular success with the first part of this aim. They have created a school where pupils are happy, feel safe and increasingly want to learn. More consistent systems for managing behaviour have had a dramatic impact on pupils’ attitudes. There has been less consistent success, however, in ensuring all pupils achieve their best. Following a period of staff and organisational changes, senior leaders are now tackling the need to raise standards. With help from the local authority, they have rightly focused on improving pupils’ writing and basic mathematical skills. Initiatives to improve these are beginning to have an effect, but leaders acknowledge that there is further to go before all pupils have caught up on previous years when they fell behind. Changes in science are too recent to show through in raised standards.

Governors are supportive, ensure the school meets all its legal responsibilities and play an active role in monitoring its work. Parental responses are mostly full of praise for the good care shown to their children and the recent improvements. One of the strengths of the school is its success in promoting community cohesion between pupils and families and creating ‘a family feel’ recognised by pupils and parents. As one parent wrote, ‘Communication with us has been good at all times and they have listened to us.’

Inspection report: Meeching Valley Primary School, 4–5 December 2008 8 of 11

Annex A Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 School satisfactory, and grade 4 inadequate. Overall

Overall effectiveness How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of 3 learners? Effective steps have been taken to promote improvement since the Yes last inspection How well does the school work in partnership with others to promote 2 learners’ well-being? The capacity to make any necessary improvements 3

Effectiveness of the Early Years Foundation Stage How effective is the provision in meeting the needs of children in the 2 EYFS? How well do children in the EYFS achieve? 2 How good is the overall personal development and well-being of the children in 2 the EYFS? How effectively are children in the EYFS helped to learn and develop? 2 How effectively is the welfare of children in the EYFS promoted? 2 How effectively is provision in the EYFS led and managed? 2

Achievement and standards How well do learners achieve? 3 The standards 1 reached by learners 3 How well learners make progress, taking account of any significant variations 3 between groups of learners How well learners with learning difficulties and/or disabilities make progress 2

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

Inspection report: Meeching Valley Primary School, 4–5 December 2008 10 of 11

Personal development and well-being How good are the overall personal development and well-being of the 2 learners? The extent of learners’ spiritual, moral, social and cultural development 2 The extent to which learners adopt healthy lifestyles 2 The extent to which learners adopt safe practices 2 How well learners enjoy their education 2 The attendance of learners 3 The behaviour of learners 2 The extent to which learners make a positive contribution to the community 2 How well learners develop workplace and other skills that will contribute to 3 their future economic well-being

The quality of provision How effective are teaching and learning in meeting the full range of 3 learners’ needs? How well do the curriculum and other activities meet the range of 3 needs and interests of learners? How well are learners cared for, guided and supported? 2

Leadership and management How effective are leadership and management in raising 3 achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading 3 to improvement and promote high quality of care and education How effectively leaders and managers use challenging targets to raise 3 standards The effectiveness of the school’s self-evaluation 3 How well equality of opportunity is promoted and discrimination eliminated 2 How well does the school contribute to community cohesion? 2 How effectively and efficiently resources, including staff, are deployed to 3 achieve value for money The extent to which governors and other supervisory boards discharge their 3 responsibilities Do procedures for safeguarding learners meet current government Yes requirements? Does this school require special measures? No Does this school require a notice to improve? No

Inspection report: Meeching Valley Primary School, 4–5 December 2008 11 of 11

Annex B

8 December 2008

Dear Pupils

Inspection of Meeching Valley Primary School, Newhaven BN9 9UT

Thank you for making us so welcome when we came to visit your school. I especially enjoyed joining so many of you for the Christmas breakfast where we all met Santa!

We were pleased to see what a happy school it is and how well you all get on with each other. You are looked after well, and we were delighted to see how much behaviour has improved. That is certainly helping to make the school a happier place. The school is giving you a satisfactory education. The children in Rubies class get off to good start. Through the rest of the school, teachers are helping you to make sound progress and standards are rising. You are still not doing as well as you should in science, however, so we have asked school leaders to look carefully to see where there are aspects of science from previous years that you are still unsure about. They can then help you to catch up so you achieve better in this subject.

You like the way teachers are linking subjects together to make learning more interesting. Your writing is coming on, thanks to all the ‘Big Writing’ you are doing, but some of you could take more care with your presentation. It is a pity to spoil good work through untidiness. Teachers are helping you to improve your work through the comments they write when they mark your books. Do always make sure you read what they say as that will help you to move your work on to the next level.

Those of you who have joined Meeching Valley from other schools have been helped to settle in and to make similar progress to those of you who have been at the school from the start. Those of you who need extra help with your learning do well because of the good support you get. It is those of you who find some of the work a little too easy who are not doing as well as you should be. We have asked the school to make sure that teachers always set you work and pose you questions that challenge you more. We have also asked that, for anyone who falls behind in their work, the targets set for them by school leaders push them to catch up.

Good luck for the future, and best wishes for the Christmas holiday.

Yours faithfully

Selwyn Ward Lead Inspector

Meridian Community Primary School Inspection report

Unique Reference Number 114475 Local Authority East Sussex Inspection number 326018 Inspection dates 14 January 2009 Reporting inspector Christine Huard

This inspection of the school was carried out under section 5 of the Education Act 2005.

The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act 2006

Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number on roll 321 Government funded early education 44 provision for children aged 3 to the end of the EYFS Appropriate authority The governing body Chair Vicky Phillips Headteacher Angela Mills Date of previous school inspection 8–9 February 2006 Date of previous childcare inspection NA School address Roderick Avenue North Peacehaven BN10 8BZ Telephone number 01273 584212 Fax number 01273 579607

Age group 4–11 Inspection date(s) 14 January 2009 Inspection number 326018

Introduction

The inspection was carried out by two Additional Inspectors who evaluated the overall effectiveness of the school and investigated the following issues:

the success of the creative curriculum in helping to raise standards, particularly in boys’ reading, and writing throughout the school the impact of the school’s initiatives in promoting community cohesion the effectiveness of the initiative to develop teachers as leaders and the impact this is having on monitoring and evaluating the work of the school.

Evidence was gathered from an examination of the school’s documentation, parents’ questionnaires and pupils’ work, and observations of pupils in classes, around the school and in the playground, as well as interviews with the staff, pupils, governors and parents. Other aspects of the school’s work were not investigated in detail, but the inspectors found no evidence to suggest that the school’s own assessments, as given in its self-evaluation, are not justified. These have been included where appropriate in this report.

Description of the school The school serves the local area and nearly all pupils are from White British backgrounds. The proportion of pupils with learning difficulties and/or disabilities is above average. Provision for pupils in the Early Years Foundation Stage (EYFS) is made in the Reception class. The school has Healthy Schools status, holds the silver Activemark and is working towards the Artsmark award. It is taking part in the pilot of the ‘Making Good Progress’ initiative. There is a nursery unit on site as well as breakfast and after-school clubs.

Key for inspection grades Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

Inspection report: Meridian Primary School, 14 January 2009 4 of 10

Overall effectiveness of the school Grade: 2

This is a good school. It has some outstanding features, notably in the quality of care and support for the pupils, which makes a significant contribution to their excellent personal development. It provides a good education for its pupils in a stimulating learning environment and there has been a good improvement in standards since the previous inspection. The key to the school’s success lies in the dynamic and innovative approach of the headteacher which ensures that not only pupils, but also all staff, have a chance to develop their potential. The system of leadership employed ensures that staff at all levels are involved in monitoring aspects of the school’s performance. As a result, all are aware of where improvements need to be made and have been fully involved in discussions as to how these should be tackled. Parents, too, are very supportive of the school, as one explained ‘The headteacher is a very strong leader but one who readily takes parents’ views into account.’

When children enter the Reception class, they are performing at levels which are well below those expected for their age. They receive an outstanding start to their education because activities are planned to meet their individual needs in an exciting and stimulating learning atmosphere. Throughout the school, pupils make good progress and achieve well. They reach standards that are above average in mathematics and broadly average in English and science. The school has identified that higher attaining pupils are not always performing as well as they might in writing and boys’ performance in reading is not as high as girls’. Strategies to improve these two areas, particularly boys’ reading, are proving to be successful. This is because the books purchased and the curriculum adaptations made, notably through the introduction of ‘Learning Journeys’, appeal to boys and motivate them effectively. Writing is beginning to improve throughout the school, and higher attaining pupils are inspired and challenged, not only in class, but also when attending ‘author’ days together with pupils from other local schools.

The school lays a great emphasis on pupils being fully involved in their own learning. When visiting each room, it was evident from the excellent behaviour and enthusiastic responses that pupils greatly enjoy their education. Teachers ensure that pupils know what they are going to learn. Resources such as interactive whiteboards are used skilfully by teachers and pupils alike. This collaboration helps make explanations clear and lessons more interesting. Classroom management and organisation are particularly strong and teachers plan a good range of activities that enable all pupils to be purposefully employed even when not directly supervised. They respond to questions thoughtfully and are encouraged to explore and share ideas with each other. Teachers assess work accurately and use the information gained to plan future work that is well matched to pupils’ differing needs. However, marking is not always as clear as it could be and does not always follow the school policy. This lack of consistency means that, although some pupils understand what they need to do to improve their work on a day-to-day basis, not all do.

Pupils were consulted as to the topics they would particularly like to cover in their ‘Learning Journeys’ and their ideas have been incorporated to form an inspiring and vibrant curriculum. Parents are delighted with it, as one commented, ‘My son has

Inspection report: Meridian Primary School, 14 January 2009 5 of 10

loved the different topics covered and has been particularly inspired by the weather and Romans, which has led to lots of imaginative work outside the classroom.’ Lively and exciting displays of pupils’ work bring the school to life and are evidence of the way in which pupils’ achievements are valued and celebrated. Learning themes embrace many disciplines and subjects and ensure that pupils understand they are growing up in a culturally diverse society. An excellent programme for the personal, social and health education of the pupils contributes effectively to their outstanding personal development.

The pupils are extremely well nurtured, and the care and concern that is provided for them on a day-to-day basis is outstanding. Both their personal and academic development are very carefully monitored from the time they enter the school. Pupils know and understand their targets and eagerly track their progress towards achieving them. The easy accessibility of the worry boxes and the approachability of the staff ensure that there is always a way of resolving problems. Pupils appreciate this and assured inspectors that concerns are always sorted out.

Pupils learn and play together in a harmonious atmosphere. Playground buddies ensure that all those who want to play have the opportunity. Pupils have an excellent understanding of the need to stay safe and the importance of a healthy lifestyle. They enthuse about the wide range of playground activities and the use of the ‘trim trail’. They recognise that they have a responsibility to others and proudly relate their involvement in local and national charity fund-raising activities. The school councillors are very active, take their roles very seriously and have a mature outlook in considering how they can make things better for the school and its pupils. Pupils are very aware of contemporary environmental concerns and are particularly proud that their ‘walking bus’ initiative is introducing a second route. Pupils’ excellent interpersonal skills, well developed skills in numeracy and improving literacy skills provide a good preparation for their future life.

The headteacher’s clear vision for the direction of the school is shared by staff and governors alike. Staff and governors know how well the school is doing, and their self-evaluation is accurate. Challenging targets have been set and there is a good capacity to bring about improvements. The governors provide good support and challenge and are fully involved in the strategic development of the school. They have taken the lead in promoting community cohesion and their policy and strategies for promoting understanding and harmony are well embedded. Their efforts in promoting cohesion are particularly strong locally, as one parent wrote, ‘Meridian is the heart of Peacehaven’, a view which was echoed by many. Strong international links and understanding have been established. However, the school’s own audit has revealed that, whilst there are plans to extend links nationally, these have not yet been fully forged.

Effectiveness of the Early Years Foundation Stage Grade: 1 Children in the Reception classes make excellent progress and most join Year 1 able to work well within the standards expected, except in writing. Teaching is lively and stimulating and enables the children to learn effectively. Teachers make particularly good use of the exciting outside area, planning interesting activities to support all the areas of the EYFS curriculum. There is a good balance between those activities led

Inspection report: Meridian Primary School, 14 January 2009 6 of 10

by the teacher and those that children choose for themselves. Lively, interesting themes, such as the current ‘under sea’ topic, provide many opportunities for exciting and imaginative play across all areas of learning. The care and attention to children’s welfare is outstanding. The establishment of a specific ‘Parent Link’ is of particular value. More emphasis is being paid to the development of early writing skills as a result of the rigorous monitoring undertaken and the whole-school focus on this area. Children are prepared well for their future learning by a strong emphasis on developing their social skills What the school should do to improve further

Ensure that pupils’ work is marked consistently in line with school policy, so that all pupils not only understand what they need to do to improve on a day-to-day basis, but also do it. Ensure that plans for promoting community cohesion on a national basis are put into practice and monitored to ensure they are meaningful and effective.

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Inspection report: Meridian Primary School, 14 January 2009 8 of 10

Inspection judgements

Annex A

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 School satisfactory, and grade 4 inadequate. Overall

Effectiveness of the Early Years Foundation Stage How effective is the provision in meeting the needs of children in the 1 EYFS? How well do children in the EYFS achieve? 1 How good is the overall personal development and well-being of the children in 1 the EYFS? How effectively are children in the EYFS helped to learn and develop? 1 How effectively is the welfare of children in the EYFS promoted? 1 How effectively is provision in the EYFS led and managed? 1

Achievement and standards How well do learners achieve? 2 The standards 1 reached by learners 3 How well learners make progress, taking account of any significant variations 2 between groups of learners How well learners with learning difficulties and/or disabilities make progress 2

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

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Personal development and well-being How good are the overall personal development and well-being of the 1 learners? The extent of learners’ spiritual, moral, social and cultural development 1 The extent to which learners adopt healthy lifestyles 1 The extent to which learners adopt safe practices 1 How well learners enjoy their education 1 The attendance of learners 2 The behaviour of learners 1 The extent to which learners make a positive contribution to the community 2 How well learners develop workplace and other skills that will contribute to 2 their future economic well-being

Leadership and management How effective are leadership and management in raising 2 achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading 2 to improvement and promote high quality of care and education How effectively leaders and managers use challenging targets to raise 2 standards The effectiveness of the school’s self-evaluation 1 How well equality of opportunity is promoted and discrimination eliminated 2 How well does the school contribute to community cohesion? 3 How effectively and efficiently resources, including staff, are deployed to 2 achieve value for money The extent to which governors and other supervisory boards discharge their 2 responsibilities Do procedures for safeguarding learners meet current government Yes requirements? Does this school require special measures? No Does this school require a notice to improve? No

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Annex B

15 January 2009

Dear Pupils

Inspection of Meridian Community Primary School, Peacehaven BN10 8BZ

Thank you for the very warm welcome you gave us when we visited your school. You certainly seem to be very happy and it was good to hear how you enjoy your work and all the extra activities in which you are involved. Your school gives you a good education and is working hard to make it even better.

These are the things we liked best.

You behave very well and are really keen and enthusiastic about your learning. You are all doing very well in mathematics and are working hard to improve your writing. You really understand the importance of having a healthy lifestyle, and it is good that you enjoy your ‘trim trail’ and playground activities so much. Teachers make learning interesting for you, and you know how to improve your work from the targets that are set. You have a varied curriculum and your learning themes are really exciting and interesting for you. The teachers and staff take excellent care of you while you are in school. Your headteacher, deputy headteacher and governors lead the school very well and are very keen to make it even better.

We think that a very few things could be even better.

Your work is marked conscientiously by your teachers most of the time, but more could be done to make this more consistent and to ensure that you do what you need to do to improve your work on a day-to-day basis. You have many valuable links with the local and international community which really help to promote understanding and harmony. We think that more could be done to extend this nationally.

I am glad you enjoy your school and hope you will continue to work hard.

Very best wishes

Christine Huard Lead Inspector

PROTECT INSPECTION

Mountfield and Whatlington CE Primary School

Inspection report Unique Reference Number 114513 Local Authority East Sussex Inspection number 311629 Inspection dates 6 November 2008 Reporting inspector Kevin Hodge This inspection of the school was carried out under section 5 of the Education Act 2005.

The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act 2006. Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number on roll 63 Government funded early education provision 7 for children aged 3 to the end of the EYFS

Appropriate authority The governing body Chair Valerie Bennett Headteacher Joe Hellett Date of previous school inspection 9–11 November 2004 School address John’s Cross Robertsbridge East Sussex TN32 5JN Telephone number 01580 880587 Fax number 01580 880587

Age group 4–11 Inspection date 6 November 2008 Inspection number 311629

Inspection report: Mountfield and Whatlington CE Primary School - 6 November 2008 3 of 11

Introduction

The inspection was carried out by two Additional Inspectors.

Description of the school

This a much smaller than average school. The school’s Early Years Foundation Stage (EYFS) provides for four- and five-year-old children, taught in a mixed-age class which also includes Year 1 children. A very small number of pupils are from minority ethnic backgrounds or at the early stages of learning English. The level of ability of children when they enter school varies considerably. The pupils who left the school in July had lower ability on entry than typically found and nearly half had learning difficulties. In some year groups, mostly Years 3 to 6, about half do not start their education at the school and join part way through their primary education.

Key for inspection grades

Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

Inspection report: Mountfield and Whatlington CE Primary School, 6 November 2008 4 of 11

Overall effectiveness of the school Grade: 2

This is a good school. It has improved in several areas since the last inspection, particularly pupils’ writing skills and aspects of their personal development. The sense of community is very strong and pupils are proud to be part of a ‘friendly, kind and enjoyable place’.

Pupils’ achievements are good, given their starting points and level of learning difficulties. They get off to a smooth start in the Reception Year where, along with Year 1 pupils, they settle in quickly. By the time they leave the school, they reach broadly average standards. However, their progress in mathematics is slower because pupils are not so confident in problem-solving or applying their otherwise secure number skills. Pupils use their good information and communication technology (ICT) skills effectively. Those pupils with learning difficulties, particularly those who join from other schools, achieve well as their needs are addressed quickly. The very few pupils who are at the early stages of learning English make good progress.

The school’s commitment to the care of pupils results in good relationships between staff, pupils and parents. The pupils’ good personal development ensures they behave well and are polite to all. They take their responsibilities seriously, for example in the way the school council help with new ideas. Nearly all parents praise the school’s success. One reflected the views of many in commenting, ‘The school has a great community spirit where everyone works together for the benefit of the pupils.’ There are good procedures for pupils’ care, guidance and support. Pupils are enthusiastic about school and have a good awareness of how to keep healthy, aided by high levels of physical activity promoted in lessons and at playtimes.

Teaching is good but the quality of teaching and learning varies between different classes or activities. Classrooms are generally lively and stimulating places in which teachers make learning enjoyable. However, in some activities, teachers’ explanations are overly long which reduces time for pupils to complete work or contribute to class discussions. The curriculum is well balanced, although not enough ‘real life’ mathematical problems are planned to make learning more relevant. Opportunities to combine subjects are leading to increased use of ICT within literacy, artwork and history, for example. A good range of after-school clubs helps enrich pupils’ class experiences.

Underpinning the success of the school is the good leadership and management of the headteacher and governors. They provide enthusiastic direction to the work of the school. The new team approach of staff in coordination of subjects, whilst successful in some aspects, is not fully effective because of the relatively high number of ‘priorities’ contained in improvement planning. Nevertheless, given what has already been achieved since the last inspection, the school’s capacity to improve further is good.

Inspection report: Mountfield and Whatlington CE Primary School - 6 November 2008 5 of 11

Effectiveness of the Early Years Foundation Stage Grade: 2

Children have a good start to school as good links with parents help smooth the process. Teaching is typically good. A recent innovation called ‘Forest School’, where children use local woodland for activities one morning a week, is proving highly popular with them, although it is at the very early stage of development. Pupils’ learning is really challenged in these activities because some excellent teaching promotes their environmental learning as well as their basic language and number skills. In the classroom, while it is difficult to provide the same exceptionally stimulating environment, a good focus on developing children’s language and number skills ensures they make good progress and develop their early reading and writing skills. They speak confidently and relate very well to each other. There is a good balance between activities directed by adults and those chosen by the children so they develop their independent skills well. Children make good use of the appropriate range of equipment outside, despite it being a little way from the classroom so they cannot use it without supervision. The good provision means that while nearly all reach average levels, many reach above average levels, particularly in their social and language development, by the start of Year 1.

What the school should do to improve further

Give pupils in Years 2 to 6 more opportunities to use problem-solving in their day-to-day activities so they reach higher standards in their mathematical work. Reduce the number of school improvement priorities so that all staff and governors have a clearer idea of what needs improving, coordinating or monitoring to aid school development.

Achievement and standards Grade: 2

Recent national results and their current work indicate pupils achieve well in relation to their starting points. They make a good start in the Reception/Year 1 class, particularly in their social development. By the time they leave the school, pupils reach average standards. Their progress is sometimes slower in mathematics in Years 2 to 6, caused by a lack of ‘real life’ problem-solving activities. Those with learning difficulties keep up well with classmates because of the close support they receive, particularly those who join from other schools. Pupils’ writing skills are now above average levels, which is an improvement since the last inspection. Pupils also achieve well in both science and art. ICT work is used well in other subjects. The very small number of pupils who are at an early stage of learning English also make good progress. The small number of pupils in each year group make whole-school target setting less reliable in measuring their progress overall, but the school’s checks on pupils’ individual challenging targets indicate that most make good progress in achieving them.

Personal development and well-being Grade: 2

Pupils of all ages show a genuine respect for each other and all adults in the school. Good attendance and punctuality reflect their enjoyment of school. One parent

Inspection report: Mountfield and Whatlington CE Primary School - 6 November 2008 6 of 11 commented, ‘The pupils are really well rounded and grounded young people.’ Pupils’ moral and social development is good and, as result, they have a good sense of right and wrong. Pupils’ behaviour is consistently of a good standard in most classes, which is an improvement since the last inspection. However, some of the younger boys still find it difficult to match the good behaviour of classmates. Pupils have a good understanding of how to keep fit and use the outside equipment to boost their activity levels. They know how to eat healthily, although they admit that ‘eating burgers or crisps and enough vegetables is not always easy’. Older pupils take on a range of responsibilities such as giving out play equipment at playtimes in a mature way that contributes to the family ethos of the school. Pupils’ other responsibilities include serving on the school council, where they have a realistic picture of what still needs to be done to make school even better. For example, older pupils would like opportunities to help younger pupils more. Pupils’ good contributions to local and wider communities and their close links with a school in Uganda help develop their wider knowledge of global communities. Their mature social skills and level of academic skills prepare them well for their next schools and later life.

Quality of provision

Teaching and learning Grade: 2

Pupils’ enjoyment of activities and the good progress they make is often due to the way teachers plan fun activities that cater for all abilities. In the Reception/Year 1 class, inspired use of the outside environment using ‘Forest School’ principles is stretching pupils’ learning. In other classwork in Years 2 to 6, activities generally make learning fun. This is particularly true of English, science and ICT activities. The school’s focus on improving pupils’ writing skills has been effective, often achieved by pupils enjoying drama activities to stimulate their creative juices. Teachers’ typically good teaching develops pupils’ basic number skills well, although not enough emphasis is given to helping pupils apply these skills to solve ‘real life’ mathematical problems in Years 2 to 6. In some activities, the length of some explanations by teachers means that it is some time before pupils get down to work. Teachers’ marking is regular and gives helpful guidance about how pupils can improve their work.

Curriculum and other activities Grade: 2

There is a good emphasis on developing pupils’ basic skills, but work in mathematics, is not practical enough to help pupils apply their skills or develop pupils’ enthusiasm for problem solving. Pupils’ ICT work benefits from class-based work using laptops, sometimes to combine subjects such as art and history or to present written work to good effect. A good emphasis on promoting pupils’ personal development has helped to ensure that the attitudes of pupils are now very positive. The school’s ‘Forest skills’ approach to promote outdoor education, whilst comparatively new, is proving a success for the youngest pupils in the school and is a very strong feature of the curriculum. Planning to help promote pupils’ knowledge of other cultures is appropriate, although their wider knowledge of other countries is good, fostered by a close link and exchange of work with a Ugandan school. The curriculum is broadened

Inspection report: Mountfield and Whatlington CE Primary School - 6 November 2008 7 of 11 by a good number of music and sports clubs. Trips to other nearby schools help broaden pupils’ horizons, particularly for very able pupils.

Care, guidance and support Grade: 2

The strength in pupils’ care, guidance and support lies in the good pastoral care provided. Parents are supportive of this aspect of the school’s work. Procedures for safeguarding pupils, child protection and risk assessment are all secure. Pupils feel very safe and do not feel that bullying is a problem. Support for pupils with learning difficulties or those at early stages of learning English is good. This often enables them to reach average levels in their work. The pupils’ academic guidance and support are generally good. All pupils have targets, although these are used differently in each class. As a result, not all pupils easily recall what skills they are currently trying to improve, but they do know that their past targets have helped guide their efforts. Very good links with local secondary schools and colleges help pupils to make a smooth transition at the end of Year 6.

Leadership and management Grade: 2

School management routines are well established so the school runs smoothly. The supportive parents appreciate the open and friendly approach. Good arrangements ensure that pupils who join the school during the year have the right support quickly. The headteacher checks on the quality of teaching regularly to aid improvement and monitor pupils’ progress. Some recent changes to introduce a team approach in managing subjects and aspects have been partially successful, as all staff feel that they have a part to play in school improvement. However, not all are fully aware of the current priorities for whole-school improvement because there is such a high number of ‘priorities’ for a small school and few staff. This hinders efforts for quicker improvement. The governing body keep a watchful eye on the school’s development, aided by a regular timetable of visits. However, the reports generated vary in format and quality, which reduces their usefulness. Along with senior leaders, they have made sure that all statutory requirements are met, including the new requirements for developing community links both locally and further afield in other countries.

Inspection report: Mountfield and Whatlington CE Primary School, 6 November 2008 8 of 11

Annex A Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 School satisfactory, and grade 4 inadequate. Overall

Overall effectiveness How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of 2 learners? Effective steps have been taken to promote improvement since the Yes last inspection How well does the school work in partnership with others to promote 2 learners’ well-being? The effectiveness of boarding provision The capacity to make any necessary improvements 2

Effectiveness of the Early Years Foundation Stage How effective is the provision in meeting the needs of children in the 2 EYFS? How well do children in the EYFS achieve? 2 How good is the overall personal development and well-being of the children in 2 the EYFS? How effectively are children in the EYFS helped to learn and develop? 2 How effectively is the welfare of children in the EYFS promoted? 2 How effectively is provision in the EYFS led and managed? 2

Achievement and standards How well do learners achieve? 2 The standards1 reached by learners 3 How well learners make progress, taking account of any significant variations 2 between groups of learners How well learners with learning difficulties and/or disabilities make progress 2

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

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Leadership and management How effective are leadership and management in raising 2 achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading 2 to improvement and promote high quality of care and education How effectively leaders and managers use challenging targets to raise 2 Standards The effectiveness of the school’s self-evaluation 2 How well equality of opportunity is promoted and discrimination eliminated 2 How well does the school contribute to community cohesion? 2 How effectively and efficiently resources, including staff, are deployed to 2 achieve value for money The extent to which governors and other supervisory boards discharge their 2 responsibilities Do procedures for safeguarding learners meet current government Yes requirements? Does this school require special measures? No Does this school require a notice to improve? No

Inspection report: Mountfield and Whatlington CE Primary School - 6 November 2008 11 of 11

Annex B

7 November 2008

Dear Pupils

Inspection of Mountfield and Whatlington CE Primary School, Robertsbridge TN32 5JN

We liked visiting your school recently. Thank you for talking to us so openly about what you thought. Yours is a good school that is trying hard to be even better. Here are some of the things that we thought were particularly good.

You make good progress in your work and reach average standards in by the time you leave, but your problem-solving skills in maths could be better. You all really enjoy being at the school, as it has a good family atmosphere. You help make it a nice place to learn. Children in the Reception Year have a smooth start to school and really like their visits to the woods to do ‘Forest School’. You said you feel that all the adults are good at helping you so you feel safe. You have a good understanding about how to keep fit and why eating certain food is good for you. You behave well in class, in the playground and in assembly time. Teachers make most lessons exciting, although some of you could get down to working more quickly and in solving more ‘real life’ problems. Your headteacher, governors and other staff lead the school well.

There are two things we have asked the school to do to help improve it:

Give you more opportunities to use your good number skills to solve everyday maths problems. Make a shorter list of things that need improving so that all the teachers and governors have a clearer idea about what to do each term.

You can all help too by continuing to work hard and doing your very best.

Yours sincerely,

Kevin Hodge Lead Inspector

Ocklynge Junior School Inspection report

Unique Reference Number 114462 Local Authority East Sussex Inspection number 326014 Inspection dates 30 September 2008 Reporting inspector Sheila Browning

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Junior School category Community Age range of pupils 7–11 Gender of pupils Mixed Number on roll School (total) 822 Appropriate authority The governing body Chair Yvonne Riedel Headteacher Mark Trott Date of previous school inspection 2–3 November 2005 School address Victoria Drive Eastbourne East Sussex BN20 8XN Telephone number 01323 725839 Fax number 01323 646358

Age group 7–11 Inspection date(s) 30 September 2008 Inspection number 326014

Inspection report: Ocklynge Junior School, 30 September 2008

Introduction

The inspection was carried out by one Additional Inspector. The inspector evaluated the overall effectiveness of the school and investigated the following issues: how well pupils achieve throughout the school and across subjects, the impact of teaching, learning and the curriculum on pupils’ achievement and on their personal development, and whether actions taken by leadership and management have ensured the continuing success of the school. Evidence was gathered from lesson observations, interviews with the headteacher, senior leaders and the chair of governors, and discussions with pupils and staff. Other aspects of the school’s work were not investigated in detail, but no evidence was found to suggest that the school’s own self-assessments as given in its self-evaluation were not justified, and these have been included where appropriate in this report.

Description of the school This is a popular, significantly larger than average junior school. Pupils are mainly of White British origin. Over recent years, the numbers of pupils from minority ethnic backgrounds have increased; very few are at early stages of learning English. Pupils’ attainment on entry is broadly average, although a significant number have lower than average reading and writing skills. The number with learning difficulties is a little below the national average. Due in part to the size of the school, these pupils have a huge range of individual special needs. In recognition of its work, the school has gained several awards, including the International Schools and Activemark Gold awards. The school also has Healthy Schools status.

Key for inspection grades Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

Inspection report: Ocklynge Junior School, 30 September 2008 4 of 9

Overall effectiveness of the school Grade: 1

This is an outstanding school. One parent’s comment was typical of many: ‘My children always wake up and want to go to school and enjoy all the challenges that Ocklynge sets them for their continual growth.’ Leadership and management are outstanding and provide a strong direction to improve the school. The school’s self- evaluation is exceptional and committed staff share the headteacher’s breadth of vision. Strengths in the skills of the senior leaders ensure that the well-focused priorities for school development are carefully planned and checked to have maximum impact. The extremely well informed and very supportive governing body hold the school to account in all that it does. The in-depth analysis of performance data and systems used to check pupils’ progress, are strong features of Ocklynge. These and the rigorous monitoring of teaching and learning indicate the school’s excellent capacity for continued improvement. The high quality provision is the main reason why pupils achieve so well by Year 6. Standards are high and pupils are on course to meet challenging targets. Their progress is at least good, and is exemplary in English, mathematics and in other subjects sampled, namely information and communication technology (ICT), history, geography and physical education. In the 2007 national tests, pupils achieved less well than expected in science. The unvalidated 2008 results show an all-round improvement, except for average attaining pupils in science. To rectify this, the school is reorganising the balance of learning activities in science to meet pupils needs better.

The school constantly looks for reasons for any underperformance. To this end, it has successfully provided additional support for those pupils who have weaker reading and writing skills on entry. This, too, is having a positive impact. Pupils with learning difficulties and/or disabilities achieve very well from their starting points due to the high quality support provided. Pupils needing additional support to access the curriculum due to emotional or behavioural difficulties are nurtured well and their confidence and social skills grow as a result of attending the onsite ‘Oasis’ facility.

The extensive curriculum has numerous strengths. It is continuously being improved to ensure pupils are excited and motivated to learn. The links between different subjects and the way that basic skills and international links are woven seamlessly together provide a relevant and exciting curriculum. For example, long-standing links with schools in India, Egypt, and Jamaica and a new link with Spain contribute significantly to pupils’ global citizenship awareness. When Year 4 studied life in Kanji, they exchanged letters with Indian pupils and gained a real sense of life in an Indian village. Spanish and swimming are taught throughout the school. An extensive range of visits, visitors, school performances and extra-curricular clubs, including sports, cycling proficiency, chess and orchestra, are why pupils say they ‘just love school’. Strong links with local schools provide shared and challenging programmes for gifted and talented pupils and extend the curriculum for all at Ocklynge. The focus on pupils’ personal, social, health and citizenship education has a key impact on their outstanding personal development. This is seen in pupils’ exemplary behaviour and attitudes. Their above average attendance reflects their positive enjoyment of school.

Pupils’ knowledge and understanding of spiritual, moral, social and cultural issues are very well developed through the global citizenship work. School council members are

Inspection report: Ocklynge Junior School, 30 September 2008 5 of 9 proud of the changes they have influenced, from school meals and playground equipment to the curriculum. Pupils show an outstanding awareness of how to lead safe, healthy lives and have developed a very strong sense of community. They enjoy being ‘play buddies’ and are exceptionally well prepared for their future lives.

Teaching is excellent, with challenging lessons well matched to all pupils’ needs. Lessons are very well managed in the restricted teaching spaces. Strengths are evident in teachers’ questioning skills, lesson planning that ensures pupils enjoy learning through hands-on experiences, and the use of resources and the mutually positive relationships. Teaching assistants provide much valued support and are well focused on helping pupils to achieve well. Pupils say marking gives them a clear view about how they are doing and what to do to improve. Their work is often beautifully presented, such as in Year 6, when pupils had created portfolios with ration books, recipes and diaries based on their study of World War 2 and ‘Pathé News’ clips. The school provides an excellent level of pastoral care, support and guidance. Academic guidance is outstanding and teachers use information about pupils’ progress very effectively to set challenging targets and ensure pupils know how to achieve them. The school has robust safeguarding procedures to ensure pupils’ safety. Links with parents and external agencies are strong and are used most effectively to support learning, particularly for pupils with learning difficulties. Parents are overwhelmingly supportive of the school and its work. The completion of the new ‘pavilion’ building is another successful consequence of the school’s involvement in local initiatives in its work as a pilot ‘extended school’ for East Sussex. As one parent put it, ‘In such a large school it is so nice that our daughter feels confident, valued and part of the Ocklynge community’. In this respect, the school makes an outstanding contribution to community cohesion.

What the school should do to improve further

Build on the recent changes to the science curriculum so that pupils’ achievement in science, especially that of average attaining pupils, is as good as it is in English and mathematics.

Inspection report: Ocklynge Junior School, 30 September 2008 6 of 9

Annex A

Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 School satisfactory, and grade 4 inadequate. Overall

Overall effectiveness How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of 1 learners? Effective steps have been taken to promote improvement since the Yes last inspection How well does the school work in partnership with others to promote 1 learners’ well-being? The capacity to make any necessary improvements 1

Achievement and standards How well do learners achieve? 1 The standards1 reached by learners 1 How well learners make progress, taking account of any significant variations 1 between groups of learners How well learners with learning difficulties and/or disabilities make progress 1

Personal development and well-being

How good are the overall personal development and well-being of the 1 learners? The extent of learners’ spiritual, moral, social and cultural development 1 The extent to which learners adopt healthy lifestyles 1 The extent to which learners adopt safe practices 1 How well learners enjoy their education 1 The attendance of learners 1 The behaviour of learners 1 The extent to which learners make a positive contribution to the community 1 How well learners develop workplace and other skills that will contribute to 1 their future economic well-being

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

Inspection report: Ocklynge Junior School, 30 September 2008 8 of 9

The quality of provision How effective are teaching and learning in meeting the full range of 1 learners’ needs? How well do the curriculum and other activities meet the range of 1 needs and interests of learners? How well are learners cared for, guided and supported? 1

Leadership and management How effective are leadership and management in raising 1 achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading 1 to improvement and promote high quality of care and education How effectively leaders and managers use challenging targets to raise 1 standards The effectiveness of the school’s self-evaluation 1 How well equality of opportunity is promoted and discrimination eliminated 1 How well does the school contribute to community cohesion? 1 How effectively and efficiently resources, including staff, are deployed to 1 achieve value for money The extent to which governors and other supervisory boards discharge their 1 responsibilities Do procedures for safeguarding learners meet current government Yes requirements? Does this school require special measures? No Does this school require a notice to improve? No

Inspection report: Ocklynge Junior School, 30 September 2008 9 of 9

Annex B

30 September 2008

Dear Pupils

Inspection of Ocklynge School, Eastbourne BN20 8XN

Thank you for the very warm welcome you gave me when I visited your school recently to see how well you were doing. I really enjoyed the day and talking with some of you. You gave me a clear view as to why your school is outstanding.

You make outstanding progress and reach high standards in your work, most especially in English, mathematics, ICT, history, geography and physical education. Your behaviour and attitudes to school are exemplary. You also told me that you thoroughly enjoyed school, and know how to lead safe and healthy lives. Teaching is excellent and your teachers plan exciting and interesting learning activities for you. I was especially impressed with the work you have been doing with schools in India, Egypt and Jamaica, and now the new link with Spain will certainly help you with your Spanish. Your headteacher and other staff work exceptionally hard to make sure yours is an outstanding school, and many of your parents think so too. The school has an excellent range of out-of-school activities. You told me about the important work of the school council and that your views matter and how much you like to be ‘play buddies’. The school takes excellent care of you. It is a safe, calm place.

To improve things further, I have asked the school to:

Make sure the recent changes to the science curriculum help you to achieve as well in science as well as you do in English and mathematics. You can help too by continuing to work hard.

Yours sincerely

Sheila Browning Lead Inspector

Ringmer Primary School Inspection report

Unique Reference Number 114415 Local Authority East Sussex Inspection number 311590 Inspection dates 15–16 October 2008 Reporting inspector Susan Orpin

This inspection of the school was carried out under section 5 of the Education Act 2005. The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.

Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number on roll School (total) 207 Government funded early education provision 30 for children aged 3 to the end of the EYFS

Appropriate authority The governing body Chair David Jerrett Headteacher Jackie Warren Date of previous school inspection 8 November 2004 Date of previous funded early education N/A inspection School address Harrisons Lane Ringmer Lewes East Sussex BN8 5LL Telephone number 01273 812463 Fax number 01273 814796

Age group 4–11 Inspection date(s) 15–16 October 2008 Inspection number 311590

Introduction

The inspection was carried out by two Additional Inspectors.

Description of the school

Ringmer is a rural primary school of average size. The percentage of pupils eligible for free school meals is below average. The proportion of pupils with learning difficulties and/or disabilities is average, the most common difficulty being dyslexia. Many pupils leave or join the school after the Early Years Foundation Stage (EYFS). The school has gained the Active Mark Gold and Healthy Living awards. The privately run Nursery on the school site was inspected at the same time, and the findings are covered in a separate report.

Key for inspection grades

Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

Inspection report: Ringmer Primary School, 15–16 October 2008 4 of 11

Overall effectiveness of the school Grade: 2

This a good school that is going from strength to strength. Pupils now progress well through most classes, so by the time they leave, they achieve standards that are mostly above average, although their performance in writing is not quite as good as in other subject areas because they do not have enough opportunities to write in different subjects. Their progress slows a little in the middle of the school, because sometimes lessons are not quite as good as in other years. Standards have improved in recent years because of the actions the school has taken to improve teaching, pupils’ behaviour and the way in which their progress is assessed.

Pupils are proud of their school and the improvements that have happened. Their personal development and well-being are good, and they usually behave well in lessons and around the school. They care for each other, work together well and enjoy school because most of their work is interesting. Pupils have a good understanding of how to keep safe and healthy. Pupils readily undertake responsibilities and contribute well to school life.

Teachers plan interesting lessons and choose topics that they know pupils will find fascinating. For example, from the topic on The Swinging Sixties, pupils learned about the music, food and fashions of the times by trying them out for themselves. They thoroughly enjoyed the lesson about lunar landings and talked enthusiastically about their memorable experiences a year later. Teaching has improved well since the last inspection, although at times, lessons in the middle of the school are slightly less engaging for pupils. The curriculum has also improved well so there is variety, and links are made between subjects so learning is more relevant and real. All pupils feel valued and safe because the pastoral care provided for pupils is outstanding.

The headteacher provides very clear direction and leaders at all levels have clear responsibilities for raising standards, which have resulted in key improvements to the school’s performance, although the full effects have yet to be seen as improvement continues. The school has a very accurate picture of what needs to be done and an outstanding capacity to do it. There have been good improvements to almost all aspects of school life and the school continues to set itself high targets. Governors are well informed and very supportive, but they also have high expectations for the school’s performance and ask challenging questions. The school is well on the way to being highly successful.

Effectiveness of the Early Years Foundation Stage Grade: 2

When children enter the school, they are broadly performing at the levels expected for their age, although a wide range of abilities is represented. Girls have less well developed number skills, while some boys are less well developed socially and emotionally. Children make good progress in the Reception class, particularly in linking sounds and letters, so that by the end of the year, many children are exceeding some of the goals expected of them. Induction arrangements are good and ensure that children settle quickly and easily through close and productive liaison with the on-site Nursery and effective communication with parents. Those children with specific difficulties are identified very early and well planned systems are put in

Inspection report: Ringmer Primary School, 15–16 October 2008 5 of 11 place to help them, including the support of outside agencies where relevant. Children’s welfare is a high priority and its promotion is outstanding. The planning of the school day is extremely well organised and teaching is carefully focused on pupils’ needs. Staff work as a team and use a good range of methods and activities, so children are happy and interested in their work. There is a good mix of child- initiated and teacher-led activities, so pupils learn through work and play. Provision in the Reception class is good and improving, and only a lack of opportunities to become more independent is holding children back from exceptionally high levels of progress. The leadership and management of the EYFS are outstanding because of high standards of welfare and the strong and successful focus on improving provision, the full effects of which have not yet been seen on rising standards.

What the school should do to improve further

Improve teaching by making sure all lessons include interesting and engaging activities. Improve pupils’ achievement in writing by including more opportunities to write for a range of purposes within topics that interest pupils.

Achievement and standards Grade: 2

Standards in English, mathematics and science in Year 2 are above average, reflecting an improvement on recent years and good progress given the starting points for these pupils. The results in English, mathematics and science in Year 6 have improved over the last few years and standards are now above average. Although the results in 2008 were lower, the pupils in this year group still made good progress from lower starting points. The improvement in both Years 2 and 6 is the result of the school’s strong focus on raising standards.

Pupils in the older years are now progressing more rapidly because they are benefitting from better teaching. There are still some slight inconsistencies in pupils’ achievement in the middle of the school, which are steadily being eliminated. Pupils achieve better standards in mathematics because lessons are often more interesting than English. They make good progress in information and communication technology (ICT). Pupils with learning difficulties and/or disabilities are supported well and make good progress.

Personal development and well-being Grade: 2

Pupils clearly enjoy school and are proud of the changes that have happened in recent years. Children in the Reception class are learning to understand their feelings well. Older pupils are confident, readily expressing their opinions and listening carefully to others. Most of the time their behaviour is exemplary, although there are a small minority of pupils who do not do as they are told. Pupils’ moral and social development is good and not surprisingly, pupils are very caring and work well together. Bullying is rare. Pupils have a good knowledge of how to stay safe and healthy, demonstrated in the healthy lunchtime choices and their enthusiastic participation in physical education and after-school sports clubs. Pupils make a good contribution to the community. For example, they eagerly raise funds for charities,

Inspection report: Ringmer Primary School, 15–16 October 2008 6 of 11 such as Genes for Jeans. Pupils’ good progress in literacy, numeracy and ICT and their ability to work together in teams mean that preparation for their future lives is good. Despite pupils’ willingness to undertake responsibilities, in some lessons they are not involved well enough in taking responsibility for their learning.

Quality of provision

Teaching and learning Grade: 2

Teachers manage their pupils well most of the time and relationships are good. They usually plan interesting and stimulating lessons, in which pupils participate keenly. Teaching assistants are used well and they help pupils concentrate and understand new ideas through good questioning and explanation. Teachers make good links with other subjects and they use interactive whiteboards to help illustrate ideas and make lessons more interesting. Teachers of Year 1 pupils make sure that the level and type of work help pupils easily make the transition from the Reception class.

Generally, teachers make good use of their assessments to plan activities that are suitably challenging for their pupils’ differing abilities. Occasionally, teaching is less effective, especially in the middle of the school, because some lessons are less interesting and activities are more tedious, so pupils are less motivated to learn.

Curriculum and other activities Grade: 2

Children in the EYFS learn the full range of areas for learning, both in the classroom and outside. Teachers plan different topics to make sure they match pupils’ particular needs and interests through discussion with pupils. The curriculum is enriched well by a wide range of visitors and trips. Good use is made of the local environment (for example the visit to Lewes Castle) and other local schools. Pupils with learning difficulties, especially those who are dyslexic, and potentially disaffected pupils are fully included and remain motivated to learn. The programme of personal, social and health education makes a good contribution to pupils’ personal development. The strong thematic approach is well established, but occasionally teachers do not make full use of the opportunities to develop pupils’ writing. ICT is developing well, but is not yet fully used to support pupils’ learning in other subjects.

Care, guidance and support Grade: 2

The pastoral care and support for pupils are outstanding. Pupils know they are valued and feel safe at school. Procedures to ensure pupils’ safety are robust and checks are regular. Pupils know who to go to if they have any worries and are confident to do so. The support for vulnerable pupils is excellent. Their particular needs are identified and met exceptionally well. Children are helped to settle into the Reception class extremely well and the very close links with the local secondary school mean pupils transfer very smoothly. Academic guidance for pupils has developed well since the last inspection, but although there are regular assessments, in some classes pupils are not sure what they need to do to improve.

Inspection report: Ringmer Primary School, 15–16 October 2008 7 of 11

Leadership and management Grade: 1

The headteacher provides very clear direction and a strong focus on raising standards. The highly effective senior team has a developing range of expertise, so together with the headteacher, they have improved standards and achievement significantly, improved pupils’ behaviour well and successfully enabled Key Stages 1 and 2 teachers to work together effectively. Leaders at all levels have effectively ensured that teachers mostly take responsibility for their pupils’ progress using assessments to plan work that is usually challenging and interesting. The school has set itself highly aspirational targets, demonstrating significant and ongoing improvement. The school makes a good contribution to community cohesion through assemblies, good relationships and opportunities for pupils to take responsibilities. Links with the community are positive and there are close partnerships with parents, most of whom are very supportive of the school. Governors make a strong contribution to the direction of the school through high levels of support and challenging expectations for continually rising standards.

Inspection report: Ringmer Primary School, 15–16 October 2008 8 of 11

Annex A Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 School satisfactory, and grade 4 inadequate. Overall

Overall effectiveness How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of 2 learners? Effective steps have been taken to promote improvement since the Yes last inspection How well does the school work in partnership with others to promote 2 learners’ well-being? The capacity to make any necessary improvements 1

Effectiveness of the Early Years Foundation Stage How effective is the provision in meeting the needs of children in the 2 EYFS? How well do children in the EYFS achieve? 2 How good is the overall personal development and well-being of the children in 2 the EYFS? How effectively are children in the EYFS helped to learn and develop? 2 How effectively is the welfare of children in the EYFS promoted? 1 How effectively is provision in the EYFS led and managed? 1

Achievement and standards How well do learners achieve? 2 The standards1 reached by learners 2 How well learners make progress, taking account of any significant variations 2 between groups of learners How well learners with learning difficulties and/or disabilities make progress 2

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

Inspection report: Ringmer Primary School, 15–16 October 2008 10 of 11

Leadership and management How effective are leadership and management in raising 1 achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading 1 to improvement and promote high quality of care and education How effectively leaders and managers use challenging targets to raise 1 Standards The effectiveness of the school’s self-evaluation 1 How well equality of opportunity is promoted and discrimination eliminated 1 How well does the school contribute to community cohesion? 2 How effectively and efficiently resources, including staff, are deployed to 1 achieve value for money The extent to which governors and other supervisory boards discharge their 1 responsibilities Do procedures for safeguarding learners meet current government Yes requirements? Does this school require special measures? No Does this school require a notice to improve? No

Inspection report: Ringmer Primary School, 15–16 October 2008 11 of 11

Annex B

17 October 2008

Dear Children

Inspection of Ringmer Primary School, Lewes, BN8 5LL

Thank you for making us so welcome in your school. We enjoyed talking with you and were impressed by how friendly, polite and confident you are. Your school is giving you a good education. These are some of the good things we found out.

You make good progress, although your writing is sometimes not as good as your work in other subjects. You enjoy school and care for each other well. Most of you behave well, and you work and play together well. You know how to keep healthy and safe. You are mostly taught well, although some lessons in the middle of the school are not quite as interesting as lessons in other years. Your work is planned in an interesting way and so topics are relevant and fascinating. Adults take very good care of you so that you feel safe at school. Staff and governors are really good at knowing what needs to be done and making sure that it happens, so your school has improved and continues to do so.

To help your school get better, we have asked the adults to:

make sure all your work in lessons is interesting and helps you to learn more help you do better in writing by choosing interesting opportunities for you to write in lots of different subjects.

You can help by making sure you all behave well all of the time.

Yours sincerely

Sue Orpin Lead inspector

Sedlescombe CE Primary School Inspection report

Unique Reference Number 114522 Local Authority East Sussex Inspection number 326028 Inspection dates 26–27 November 2008 Reporting inspector Kevin Hodge

Type of school Primary School category Voluntary controlled Age range of pupils 4–11 Gender of pupils Mixed Number on roll 189 Government funded early education provision 26 for children aged 3 to the end of the EYFS Appropriate authority The governing body Chair Richard Maidment Headteacher Marian Ham Date of previous school inspection 25–26 May 2006 School address Brede Lane Sedlescombe East Sussex TN33 0RQ Telephone number 01424 870585 Fax number 01424 870585

Age group 4–11 Inspection dates 26–27 November 2008 Inspection number 326028

Inspection report: Sedlescombe CE School, 26–27 November 2008 3 of 11

Introduction

The inspection was carried out by two Additional Inspectors.

Description of the school

This is a smaller than average school which has an increasing number of pupils attending. Pupils enter the school with skills and experiences that are broadly typical for their age. The school’s Early Years Foundation Stage (EYFS) provides for four- and five-year-old children, taught in the Reception class. The proportion of pupils with learning difficulties and/or disabilities is above average. There is a small minority of pupils from minority ethnic backgrounds or at the earlier stage of learning English. The school has awards reflecting its commitment to healthy lifestyles.

Key for inspection grades

Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

Inspection report: Sedlescombe CE School, 26–27 November 2008 4 of 11

Overall effectiveness of the school Grade: 3

Sedlescombe is a satisfactory school. It has some good aspects, not least in the way it promotes a caring family ethos. The majority of parents are enthusiastic about the school’s focus on developing the skills of every child within the school community and point to the school being ‘more like a family than a school’ and that it is ‘easy to approach the staff’.

Children acquire a secure start in the EYFS and make satisfactory progress in most areas of learning. Over recent years, the proportion of children reaching average standards when they start Year 1 has increased. In national tests, results for pupils in Years 2 were below average in past years, particularly for writing and Year 6 were below average in English last year. This was partly due to the proportion of pupils with learning difficulties and/or disabilities, but also to the school being slow to spot those lagging behind in their learning. Current classwork paints a more positive picture and pupils are now on track to reach broadly average standards when they leave in Year 6. Pupils’ writing skills have improved significantly, but their problem solving skills in mathematics and science do not develop well enough. Pupils, including those with learning difficulties, achieve satisfactorily given their starting points.

Pupils’ comments about the school are generally very positive. Clear expectations and routines ensure their good personal development. Pupils behave well around school, making good use of the wide-ranging outside equipment such as the sports pitch and ‘quiet’ garden. The curriculum is satisfactory rather than good, despite efforts to introduce a more creative curriculum. In practice, some activities are not planned well enough to stretch the more able pupils or to enable all pupils to engage fully with problem solving activities. Teachers are good at promoting positive relationships and work attitudes, but not all are successful at setting work that stretches the more able pupils or in helping pupils set simple targets which help guide their learning.

Pupils and parents say they value the day-to-day pastoral care and support provided by the school, although pupils’ academic guidance is not developed well enough. Although a very small number of parents raised concerns about recent changes to class organisation, many others praised the school generally. Pupils confirm that they feel safe, helped by ‘playground buddies’ and the high profile given for their pastoral care. The headteacher, staff and governors have a renewed focus on raising the levels of pupils’ attainment and progress, but the pace of improvement is picking up only recently and has some way to go. Monitoring to gauge what further steps will raise the quality of teaching or pupils’ learning further has not been sufficiently rigorous. The school’s more recent improvement, particularly in raising writing standards, reflects a satisfactory capacity to improve further.

Effectiveness of the Early Years Foundation Stage Grade: 3

The leadership of this age group is satisfactory. Children make at least satisfactory progress in all aspects of the EYFS curriculum. Good pastoral care ensures that children have a smooth start. This is aided by the good links with parents and

Inspection report: Sedlescombe CE School, 26–27 November 2008 5 of 11 children, which makes sure that their welfare needs are well met. Progress in personal, social and emotional development is good. Most children learn the benefits of taking turns and sharing, and many, but not all, work well independently on their activities. Some children, particularly boys, do not always stay focused on their activities. Children enjoy working together and readily respond to adults. Children are guided well in small groups, although when children work independently, adults do not always pick up on those needing extra help or guidance to accelerate their learning. Children develop good basic communication skills, such as matching letters to sounds. They are beginning to learn simple skills to help them read and write. There is a strong commitment to outdoor physical activities, despite the outside area being quite small, which limits the scope of the activities that can take place.

What the school should do to improve further

Develop more opportunities for pupils in Years 1 to 6 to apply their skills in solving mathematical and scientific problems. Improve the monitoring of the school’s and pupils’ work to focus sharply on those areas which will improve teaching and the curriculum more quickly. Improve the quality of academic guidance, particularly in using simple targets to help pupils direct efforts to shape and improve their learning.

Achievement and standards Grade: 3

Based upon their current work, pupils achieve satisfactorily in relation to their starting points. They make a sound start in the Reception class. By the time they leave in Year 6, pupils are on track to reach broadly average standards. Their progress is sometimes hindered in Years 1 to 6 by a lack of challenge in the teaching of problem solving in mathematics and science. This is particularly so for the more able pupils. Those with learning difficulties and/or disabilities progress as well as their classmates as activities are well matched to their abilities. Pupils achieve satisfactorily in information and communication technology (ICT), and work displayed and seen in books indicates they reach the expected levels in other subjects. The few pupils for whom English is an additional language keep up with classmates and are supported appropriately. The school, having fallen short of some of its recent academic targets, is now more closely on track to reach them next year.

Personal development and well-being Grade: 2

As pupils’ spiritual, moral social and cultural development is good, it is not surprising that they behave well, enjoy attending and have positive attitudes to school life. They show a good awareness of how to keep healthy, readily taking advantage of the outside sports pitch and climbing equipment. They join in with the regular ‘brain gym’ and ‘peer massage’ activities with enthusiasm. Many pupils attend extra- curricular clubs to extend their activity levels. Pupils regularly take part in local and more distant visits. Close links with the local village community and the local church

Inspection report: Sedlescombe CE School, 26–27 November 2008 6 of 11 mean that the school is fully involved in village activities. Pupils are proud of their close links with a school in India and more locally with another in outer London, which broaden pupils’ awareness of others effectively and contribute to the school’s desire for community cohesion. They have a clear awareness of how to keep safe and know and understand the school rules. Their good levels of behaviour and cooperative skills help prepare them for their next stage of education, although their current levels of basic skills means this aspect is satisfactory rather than good.

Quality of provision

Teaching and learning Grade: 3

Pupils throughout the school benefit from teaching that fosters good relationships so they work together willingly. However, there is not enough teaching that really stretches pupils’ thinking, particularly for those who are more able. Problem solving in mathematics or science activities is also a weaker aspect of planning. An increasing amount of more stimulating and exciting activities known as ‘wow’ work is steadily helping to motivate pupils and improve learning, particularly for the boys. Although staff use audio-visual interactive whiteboards well to make lesson introductions more appealing, the main thrust of lessons is often slow in pace and teachers’ explanations are sometimes too long. This causes some pupils to lose interest and become restless. There are some high points, however, and more lively lessons based upon recent trips and topics on space are proving popular. Teachers generally mark work regularly, although it rarely refers to the pupils’ success in meeting the aims of the lessons. Checks to see if they have improved on previous work are not always apparent, which reduces the benefits of feedback.

Curriculum and other activities Grade: 3

There is an appropriate emphasis on developing pupils’ basic skills, but there are weaknesses in the way problem solving activities are planned into day-to-day work. Recent efforts to create a more ‘creative’ curriculum are taking shape, but these are at comparatively early stage, making the curriculum satisfactory rather than good. Further changes are due to start next term. Pupils’ experiences of ICT have improved as a result of having a purpose-built computer suite, and displays reflect the broad nature of the curriculum. A good emphasis on promoting pupils’ personal development helps them to recognise differences between cultures and countries. A close link with schools in India and outer London broadens pupils’ awareness of others effectively and contributes to the school’s desire for community cohesion. The number of music and sports clubs, combined with trips away from school such as to the science museum and Bodiam Castle help broaden pupils’ horizons.

Care, guidance and support Grade: 3

Pupils with pastoral or family difficulties feel supported because the school is seen to ‘go the extra mile’ to help them. Children make a smooth start, as there are good links with parents to aid the first day at school. There are clear arrangements to help older pupils make a secure start to their secondary education. The school works closely with outside agencies to ensure that pupils, especially those with learning

Inspection report: Sedlescombe CE School, 26–27 November 2008 7 of 11 difficulties and/or disabilities, make increasing progress. The arrangements for safeguarding pupils are clear and effective, and pupils are confident they can turn to any member of staff for help. While pastoral aspects are good, pupils’ academic guidance is satisfactory rather than good because teachers do not regularly or consistently set academic targets for pupils. As a result, not all pupils know exactly what they need to do to improve, and older pupils do not have a clear idea about how they can reach the next level in their work.

Leadership and management Grade: 3

The senior leaders recognise the need for quicker improvement following recent disruption caused by staff changes, building work and the headteacher taking time out from school to help with Local Authority initiatives. The senior leaders and staff are now focused on raising standards in the school. The improvements in writing since the beginning of September are as a result of clear direction and strong leadership by the headteacher and concerted efforts of staff. One of the strengths of the school is its success in promoting community cohesion between pupils and families with differing backgrounds and beliefs. This helps create the family ethos recognised by pupils and parents who particularly comment about how the headteacher promotes this aspect of school. However, the monitoring of the school’s work, particularly that focused on teaching, is not always effective in pinpointing clearly and directly what will improve pupils’ learning best. This reduces the effectiveness of the school’s self-evaluation and in some areas it is not always realistic. Governors ensure the school runs smoothly and support senior leaders. Their routines to gather more information and gauge the progress of initiatives are new and it is too early to measure how effective they will be. However, governors are keen to seek improvement, and the management of building work is an area they have overseen well.

Inspection report: Sedlescombe CE School, 26–27 November 2008 8 of 11

Annex A Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 School satisfactory, and grade 4 inadequate. Overall

Overall effectiveness How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of 3 learners? Effective steps have been taken to promote improvement since the Yes last inspection How well does the school work in partnership with others to promote 2 learners’ well-being? The effectiveness of boarding provision The capacity to make any necessary improvements 3

Effectiveness of the Early Years Foundation Stage How effective is the provision in meeting the needs of children in the 3 EYFS? How well do children in the EYFS achieve? 3 How good is the overall personal development and well-being of the children in 2 the EYFS? How effectively are children in the EYFS helped to learn and develop? 3 How effectively is the welfare of children in the EYFS promoted? 2 How effectively is provision in the EYFS led and managed? 3

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

Inspection report: Sedlescombe CE School, 26–27 November 2008 10 of 11

Leadership and management How effective are leadership and management in raising 3 achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading 3 to improvement and promote high quality of care and education How effectively leaders and managers use challenging targets to raise 3 Standards The effectiveness of the school’s self-evaluation 3 How well equality of opportunity is promoted and discrimination eliminated 2 How well does the school contribute to community cohesion? 2 How effectively and efficiently resources, including staff, are deployed to 3 achieve value for money The extent to which governors and other supervisory boards discharge their 3 responsibilities Do procedures for safeguarding learners meet current government Yes requirements? Does this school require special measures? No Does this school require a notice to improve? No

Inspection report: Sedlescombe CE School, 26–27 November 2008 11 of 11

Annex B

28 November 2008

Dear Pupils

Inspection of Sedlescombe CE Primary School, Sedlescombe TN33 0RQ

We liked visiting your school recently. Thank you for chatting to us so openly about what you thought. Yours is a satisfactory school that is trying to be even better. Here are some of the things that we thought were particularly good.

You make the expected progress in your work and reach average standards in your work by the time you leave, but your problem-solving skills in maths and science could still improve. You all really enjoy being at the school as it has a good family atmosphere. You help make it a very happy place to be. Children in the Reception class have a smooth start to school and like their outside area. You said you feel safe and all the adults are good at helping you with your worries. You have a good understanding about how to keep fit and why eating certain foods is good for you. Most of you behave well in class, in the playground and during assembly. (You sing really well, especially with actions.) Teachers try to make lessons exciting, although some of you could be pushed just a bit more in your learning. Your headteacher and governors lead the school satisfactorily, but know what needs to be done to make it even better.

There are three things we have asked the school to do to help improve it some more.

Give you more opportunities to use your skills to solve mathematical and scientific problems. Keep a closer eye on what will help you make even better progress in lessons and in your work. Help make sure that teachers really stretch your thinking and help you start using simple targets to help improve your learning.

You can help too by trying your best in every lesson.

Yours faithfully,

Kevin Hodge Lead inspector

St Leonard 's CofE Primary School Inspection report

Unique Reference Number 114535 Local Authority East Sussex Inspection number 330278 Inspection dates 5–6 November 2008 Reporting inspector Patricia Metham HMI

This inspection was carried out under section 8 of the Education Act 2005; it was also deemed a section 5 inspection under the same Act .

Type of school Primary School category Church of England Age range of pupils 4–11 Gender of pupils Mixed Number on roll School (total) 337 Government funded early education provision 45 for children aged 3 to the end of the EYFS Appropriate authority The governing body Chair Mr Peter Crouch Headteacher Mr Robert Upton Date of previous school inspection 27–28 June 2007 School address Collinswood Drive St Leonard's-on-Sea TN38 0NX Telephone number 01424 422950 Fax number 01424 720738

Age group 4–11 Inspection date(s) 5–6 November 2008 Inspection number 330278

Inspection report: St Leonard’s CofE Primary, 5–6 November 2008 2 of 12 ______

Inspection report: St Leonard’s CofE Primary, 5–6 November 2008 3 of 12

Introduction

The inspection was carried out by one of Her Majesty’s Inspectors and an Additional Inspector.

Description of the school

St Leonard’s is a larger than average size primary school, drawing its pupils from a mixed area on the western edge of Hastings. The majority of pupils are of White British heritage, but the representation of pupils from other ethnic groups is growing. A larger than average proportion of pupils is eligible for free school meals. The proportion of those with learning difficulties and/or disabilities – particularly difficulties with speech, language and communication – is also larger than the national average. The proportion of pupils joining or leaving the school at other than conventional times is relatively high. The school is a member of, and derives support from, the Hastings Excellence Cluster.

This inspection comes after a series of monitoring visits following an inspection in June 2007 that placed the school in special measures. In 2007, inspectors highlighted the need to strengthen assessment and tackle underachievement in the Early Years Foundation Stage (EYFS) and in Years 1 to 3, with a particular focus on reading, writing and mathematics. Leadership and management were directed to implement more rigorous procedures for evaluating the school’s effectiveness and to ensure that teachers had clear guidance to help them build consistently on what pupils already knew. Since that inspection the governing body has been substantially restructured and, after a year in which a consultant headteacher worked closely with the school’s senior leadership team, the new substantive headteacher took up his post in September 2008.

Key for inspection grades

Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

Inspection report: St Leonard’s CofE Primary School, 5–6 November 2008 4 of 12

Overall effectiveness of the school Grade: 3

In accordance with section 13(4) of the Education Act 2005, HMCI is of the opinion that the school no longer requires special measures.

The school has improved significantly since the June 2007 inspection and is now providing a satisfactory quality of education. Morale is buoyant. Although best practice is not yet securely embedded across all year groups, teachers and support staff have built up well-grounded confidence in their own skills and in the good capacity of the school to maintain its rate of improvement. The school is now effectively led by the restructured governing body and a dynamic senior leadership team. Tribute is rightly paid to the contribution made by the consultant headteacher from a neighbouring school. Well supported by local authority advisers and expertise from the Hastings Excellence Cluster, she worked closely with the school’s leadership to establish the systems and procedures needed to underpin sustainable improvement. The deputy, who took on the role of acting headteacher for part of this period, has provided greatly valued continuity and stability. The new headteacher has very quickly established a positive rapport with the governors and with staff at all levels and set a clear direction for the school’s continuing progress. Pupils and their families find him approachable and, with good cause, trust him to lead the school effectively, building on recent improvements. Much remains to be done to raise standards, especially in mathematics and in the achievement of more able pupils, but the school’s motto – achieve, believe, care – resonates at all levels of the school community, with no hint of scepticism.

The school is now reaching its targets, which represents satisfactory progress by the pupils given the low starting point of many. This is true in all year groups, including the Reception class. Over the past year, the school has focused on the development of reading and writing skills, and literacy standards have risen to be broadly in line with national averages. Standards in mathematics in Years 1 to 3, however, have not matched this improvement. With some input from the local authority and Hastings Excellence Cluster, the school is introducing a programme of targeted support. Much work has been done over recent months to improve lesson planning and encourage a more interactive and challenging approach. Overall, teaching and learning are satisfactory throughout the school, from the Reception class to Year 6. There are many examples of good practice in lessons that combine attention to key skills development with opportunities for independent and creative learning. However, lessons that are strongly teacher-led encourage these very amenable pupils simply to absorb information rather than discover how to extend and apply it. Progress is then relatively slow. Although open-ended tasks allow the most able pupils to produce work of a higher standard than others in the class, this approach relies upon such pupils being self-motivated and able to recognise how a topic or task can be extended. Plans are in place for further training to help staff challenge the most able pupils more effectively and to build more opportunities for creative and independent learning into the curriculum. Pupils benefit from well-directed feedback during most lessons, but the marking of written work does not always balance encouragement with clear guidance on how to improve. While pastoral care is a strength of the school, academic guidance needs to focus more consistently on what pupils must do to make progress. Care, guidance and support are satisfactory overall.

Inspection report: St Leonard’s CofE Primary School, 5–6 November 2008 5 of 12

Pupils’ personal development and well-being are good. This is a cohesive community. The care, consideration and commonsense with which teachers and learners treat each other support the school’s Christian ethos well. Spiritual values are strongly presented in assemblies, across the curriculum and through the school’s network of pastoral care. Pupils feel safe, confident that any difficulties will be promptly and sensitively resolved. They understand the importance of a healthy lifestyle and take full advantage of the school’s increasing provision of sports clubs and activities. Improving attendance rates give weight to pupils’ assertions that they enjoy school and are keen to do well, although not all families yet appreciate fully the importance of their children’s regular attendance during term time. Pupils respond enthusiastically to opportunities to take on responsibilities, such as membership of the school council, and are keen to make a positive contribution to the local community through fundraising and activities such as gardening. They develop a range of useful skills, including teamwork and practical problem solving, but literacy and numeracy levels need to be higher overall for their preparation for future economic well-being to be better than satisfactory.

Effectiveness of the Early Years Foundation Stage Grade: 3

Leadership of the school’s EYFS changed in September 2007. Since then, there has been substantial improvement. The quality of provision is now satisfactory. Many children enter the Reception class with no experience of nursery education. There are also children with low self-esteem and significant difficulties in speech, language and communication All make satisfactory progress, although standards are still below national averages at the end of the Reception year. In September 2008, teachers in Year 1 observed that children coming up from the Reception class were more independent and better prepared to learn than in previous years. Assessment is well organised and thorough. Reception teachers and teaching assistants have a detailed knowledge of children’s levels of attainment and their individual needs and they use this constructively to shape planning. Safety, health and welfare are well promoted so children feel safe and enjoy participating in a range of activities. Planning successfully links areas of learning, systematically reinforcing knowledge and skills. Steps are being taken to improve resources, both indoors and outside, and to involve members of the local community, such as the fire brigade, in the children’s learning. The impact is already apparent in children’s personal development and ability to make sense of the world beyond school .

What the school should do to improve further

Improve progress in literacy and mathematics, especially by higher ability pupils, so that standards continue to rise. Ensure that monitoring and evaluation have a positive impact on the quality of teaching and develop consistency of good practice. Develop the curriculum to strengthen independent and creative learning.

A small proportion of schools whose overall effectiveness is judged satisfactory, but which have areas of underperformance, will receive a monitoring visit by an Ofsted inspector before their next section 5 inspection.

Inspection report: St Leonard’s CofE Primary School, 5–6 November 2008 6 of 12

Achievement and standards Grade: 3

Standards are broadly as expected for pupils’ ages. Given pupils’ low starting points, achievement across the school is satisfactory. In Years 1 to 3, standards have improved over the past year in reading and writing, indicating that the school’s sustained focus on these skills has had a positive impact. Standards in mathematics, however, remain below national averages. Steps are now being taken to tackle this underachievement but it is too soon to judge their impact. Across Years 3 to 6, standards have risen in English and, to a lesser extent, in mathematics. Using accurate and detailed data from regular assessments, the school has identified slow progress by the middle band of pupils in mathematics, especially by girls, as an area for improvement. It is too soon to judge the effect of strategies to address this. Most groups progress at a similar rate, although there is a tendency for lessons in Years 1 and 2 to provide less challenge and engagement for pupils at each end of the ability range. Good additional support is provided for those who find elements of the curriculum particularly difficult. However, the relatively low proportion of pupils gaining higher levels in national tests has highlighted the need to challenge and engage the most able pupils more effectively. Strategies for this are in the planning stage.

Personal development and well-being Grade: 2

Pupils’ spiritual, moral, social, cultural and personal development is good. The idea of personal responsibility is reinforced through displays, through the curriculum, and through the attitudes and priorities of pupils on the school council, who confidently lead by example. Pupils are considerate and helpful towards each other, demonstrate positive relationships during lessons, and behave well around the school. They say they feel safe, that bullying is not a problem, and that no-one feels discriminated against. They have confidence in the support readily available from adults. Pupils understand the importance of a healthy lifestyle. They enjoy the increasing range of sporting activities offered during lunchtimes and after school to complement the improved physical education (PE) element in the curriculum.

Attendance rates are broadly in line with national averages and improving. Pupils are clearly keen to do well and enjoy school. When asked about her school’s best features, a Year 3 pupil replied, ‘Everything!’ Others in the group were quick to agree. They are proud that ‘more people want to come here now’. They take election to the school council very seriously, particularly since its recent extension to include pupils from Year 1 upwards. They speak enthusiastically of the council’s positive impact on school life – provision for hopscotch on the playground, for example, and an increased number of footballs available during lunchtime.

This is a mutually supportive and cohesive community, with those who join part way through the year able to settle quickly and feel secure. Pupils recognise the value of contributing to the wider community, undertaking activities such as gardening as well as fundraising, and are enthusiastic about inter-school events. Through the curriculum, and through visits and visitors to school, they start to build up a sound understanding of the wider community and ways in which they can contribute to it.

Inspection report: St Leonard’s CofE Primary School, 5–6 November 2008 7 of 12

Current standards of literacy and numeracy limit pupils’ preparation for future economic wellbeing. On the other hand, pupils are developing skills such as teamwork that will serve them well in later life.

Quality of provision

Teaching and learning Grade: 3

Since June 2007 there has been a sustained and intensive focus on improving the quality and consistency of teaching and learning, with support from the local authority and the Hastings Excellence Cluster. Overall provision is now satisfactory, with planning more reliably related to pupils’ current levels of knowledge and skill and a wider range of teaching methods being developed. There is a school-wide expectation, vigorously promoted by senior leadership, that lessons will be interactive and encourage independent learning. All teachers understand and welcome this approach but not all yet consistently put it into practice. The best lessons are well paced and draw on a variety of methods to match pupils’ different learning styles. They strike a lively balance between instruction, generally to establish the framework and main objective for the lesson, and a succession of activities that then encourage pupils to think for themselves, collaborate with others, find practical solutions to problems and present their findings to the class. Where teaching assistants are well used, pupils who struggle with aspects of the curriculum are positively supported, but the most able are too often left to set their own pace rather than being directly challenged to extend their range and fulfil their potential.

Curriculum and other activities Grade: 3

The curriculum meets statutory requirements and gives a satisfactory framework for the pupils’ learning and personal development. It offers some additional elements such as modern languages, which many pupils enjoy and which support other curriculum subjects, especially literacy. Phase and subject leaders are working well with teachers and teaching assistants. They are developing a more interactive and creative approach, using activities like role play, ‘hot seating’, pair and group work, and practical problem solving. These approaches are increasing pupils’ enjoyment and the effectiveness of their learning. Work is also in progress to make the curriculum more relevant and exciting by linking subjects and skills and by an enterprising use of computers. There are many examples of good practice but this more creative approach has yet to be securely embedded throughout the school. Progression through subjects is not always clear, which the school recognises and is beginning to tackle. To the pupils’ evident delight, the range of extra-curricular activities offered to enrich the curriculum and support their personal development has extended significantly since the start of this academic year.

Care, guidance and support Grade: 3

The school provides satisfactory care, guidance and support, with particular strength in its pastoral care. Arrangements for the safeguarding of pupils meet requirements. Vulnerable pupils are carefully identified and supported within school and there is good liaison with specialist expertise beyond school. The school has a strong team of

Inspection report: St Leonard’s CofE Primary School, 5–6 November 2008 8 of 12 teaching assistants who provide focused support for vulnerable pupils but, while there are examples of excellent practice, this valuable resource is not always effectively deployed to support pupils’ progress. The quality of pastoral support is not yet matched by consistently effective academic guidance. Feedback in lessons is often constructive and is appreciated by pupils, but the marking of written work does not always balance encouragement with specific guidance on how to improve.

Leadership and management Grade: 3

Since the last inspection there has been a radical and effective overhaul of the school’s leadership and management, with a perceptible impact on the quality of provision. The restructured governing body, under new leadership, has very capably met its responsibility for resolving issues relating to school leadership. Governors have worked closely with representatives from the local authority and the Hastings Excellence Cluster to put in place and support the personnel and procedures needed to drive school improvement. Liaison between governors and the school’s senior leadership team is regular and constructive and a well managed programme of training is ensuring that governors are becoming much better able to hold the school to account and set its strategic direction. Financial planning and controls are sound.

Building on the progress made over the past year under the leadership of the consultant headteacher, the new headteacher and his senior leadership team are successfully communicating a positive vision for the school and setting challenging targets to raise overall standards. Capacity to improve is good, founded on a very clear grasp of the school’s strengths and areas for development complemented by rapidly strengthening management skills. The measurable impact of strategies to improve standards in reading and writing is evidence of this capacity to improve. Much remains to be done, as the senior leadership team recognises, and plans are in place for further training and for curriculum development. Teaching and learning are carefully monitored and targeted support has been given where there is clear evidence of weakness or lack of confidence. But, the impact of this monitoring and support is uneven. The school rightly judges leadership and management overall to be satisfactory at this stage since recent initiatives have not yet had a sustained impact on standards and achievement. However, significant progress has been made in laying well planned foundations for future development. Already much has been done to raise the school’s profile locally and restore the school’s sense of its own worth and potential.

Inspection report: St Leonard’s CofE Primary School, 5–6 November 2008 9 of 12

Annex A Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 School satisfactory, and grade 4 inadequate. Overall

Overall effectiveness How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of 3 learners? Effective steps have been taken to promote improvement since the Yes last inspection How well does the school work in partnership with others to promote 2 learners’ well-being? The capacity to make any necessary improvements 2

Achievement and standards How well do learners achieve? 3 The standards 1 reached by learners 3 How well learners make progress, taking account of any significant variations 3 between groups of learners How well learners with learning difficulties and/or disabilities make progress 3

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

Inspection report: St Leonard’s CofE Primary School, 5–6 November 2008 11 of 12

Personal development and well-being How good are the overall personal development and well-being of the 2 learners? The extent of learners’ spiritual, moral, social and cultural development 2 The extent to which learners adopt healthy lifestyles 2 The extent to which learners adopt safe practices 2 How well learners enjoy their education 2 The attendance of learners 3 The behaviour of learners 2 The extent to which learners make a positive contribution to the community 2 How well learners develop workplace and other skills that will contribute to 3 their future economic well-being

Leadership and management How effective are leadership and management in raising 3 achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading 3 to improvement and promote high quality of care and education How effectively leaders and managers use challenging targets to raise 3 standards The effectiveness of the school’s self-evaluation 3 How well equality of opportunity is promoted and discrimination eliminated 2 How well does the school contribute to community cohesion? 2 How effectively and efficiently resources, including staff, are deployed to 3 achieve value for money The extent to which governors and other supervisory boards discharge their 2 responsibilities Do procedures for safeguarding learners meet current government Yes requirements? Does this school require special measures? No Does this school require a notice to improve? No

Inspection report: St Leonards CofE Primary School, 5–6 November 2008 12 of 12

Annex B

7 November 2008

Dear Pupils

Inspection of St Leonard’s CofE Primary School, St Leonard’s-on-Sea TN38 0NX

Thank you for the friendly helpfulness you showed us when we visited your school at the beginning of November to see how it has improved over recent months. We all appreciated the openness with which you answered our questions and your readiness to show us how you are learning.

We found that your school has made good progress since its last inspection and is now providing you with a satisfactory education. We agree with you that it is a welcoming place, where people feel safe and can enjoy learning. We were pleased to see you behave so sensibly in lessons and around the school. You and your teachers and teaching assistants work well together. Standards are improving, especially in your writing and reading. As one of your school council commented, ‘The school is much better now!’ Another council member had noticed that ‘more people want to come here now’.

To ensure that your school continues to improve, we have asked your headteacher and his team to:

build on the progress you have been making in writing and reading and do what is needed to raise standards in mathematics, ensuring that those of you who find some work fairly easy are regularly given opportunities to discover what you are really capable of achieving make sure that teaching and learning are very carefully checked so that the most successful approaches are spread right across the school and you all do as well as you can develop the curriculum in ways that will encourage all of you to become independent and creative learners.

I look forward to seeing your school go from strength to strength.

With best wishes,

Patricia Metham HMI

PROTECT - INSPECTION

St Michael’s Church of England Primary

School Inspection report

Unique Reference Number 114520 Local Authority East Sussex Inspection number 311631 Inspection dates 3 October 2008 Reporting inspector Selwyn Ward

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary School category Voluntary controlled Age range of pupils 4–11 Gender of pupils Mixed Number on roll 102 School (total) 94 Government funded early education 8 provision for children aged 3 to the end of the EYFS Appropriate authority The governing body Chair Angela Soderberg Headteacher John Greenway Date of previous school inspection 23–25 May 2005 School address Houghton Green Lane Playden Playden Rye East Sussex TN31 7PJ Telephone number 01797 280277 Fax number 01797 280277

Age group 4 - 11 Inspection date(s) 3 October 2008 Inspection number 311631

Inspection report: St Michael’s Church of England Primary School, 3 October 2008 3 of 11

Introduction

The inspection was carried out by two Additional Inspectors.

Description of the school

Almost all of the pupils are White British. Children join the Early Years Foundation Stage (EYFS) with a range of capabilities but these are mostly at least in line with expectations for their ages. Only a small number have learning difficulties. The headteacher was appointed in September 2006.

Key for inspection grades Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

Inspection report: St Michael’s Church of England Primary School, 3 October 2008 4 of 11

Overall effectiveness of the school Grade: 3

St Michaels’s provides a satisfactory education for its pupils. Despite many shortcomings in the premises, including the lack of a school hall, staff do a remarkable job in ensuring that their pupils benefit from a full curriculum. In this way, the school lives up to its motto, ‘Each child is important and every day offers new opportunities’. The interesting activities that pupils take part in help to motivate them to work hard. As a result, pupils’ personal development is good. They behave well and they are attentive in lessons.

The headteacher and leadership team have succeeded in maintaining the positive climate for learning throughout the school that is so appreciated by parents. However parents are aware that, as one put it, ‘The school is not performing as well as previous years.’ Although children get off to an excellent start in their Reception Year, they do not maintain such a brisk pace of learning throughout the rest of their time at the school. After a very sharp dip in 2007, standards are now above average at the end of Year 6 but this represents only satisfactory achievement. This is because more able pupils, in particular, do not make as much progress as they should.

Teachers have good relationships with their pupils and they make good use of questioning to check pupils’ understanding and to encourage them to develop their thinking. However, they do not always expect enough of more able pupils and ensure that they are challenged to the full. School leaders have a reasonably accurate picture of what goes on in lessons, but their monitoring does not focus sharply enough on how well all of the pupils are learning. This limits the precision and impact of leaders’ guidance to staff on how to improve the effectiveness of their lessons.

Parents voice strong praise for the caring attitude of the headteacher and staff and the way in which ‘every child is treated as an individual’. This, they correctly point out, ‘gives the children a huge amount of confidence and self-reliance when they go on to secondary schools’. The academic guidance for pupils is not as strong, however. Pupils have individual targets but not all know what they are. Teachers’ marking does not always point out for pupils what they need to do to improve their work.

Although some of school leaders’ self-evaluation grades are overly positive, this reflects their ambitions and aspirations for the school rather than a blinkered view of the improvements needed. Many policies and procedures within the school are recent and are only just beginning to show their impact. There are clear signs, however, that the school is moving in the right direction. School leaders have been successful in reversing the decline in standards and have secured several improvements to be made this year to the premises and perimeter. These show the school’s sound capacity for continued improvement over the coming year and beyond.

Inspection report: St Michael’s Church of England Primary School, 3 October 2008 5 of 11

Effectiveness of the Early Years Foundation Stage Grade: 1 Children get off to an excellent start in their Reception Year. They are helped to quickly settle and so they get on very well with each other and make very rapid progress. A delighted parent explained that their daughter ‘is already recognising words’. Children’s progress in their language skills is so good because of the way staff focus on phonics. Children are also encouraged to have a go, so that they create their own labels and signs around the classroom. The fabulous mythical castle and collection of toy pirate ships bears the phonetically accurate label ‘4 peepl ownlee’, which explains, in a child’s own hand, the rule agreed by the children themselves. By the end of the Reception Year, children reach standards that are substantially ahead of those expected for their age.

In this very well led and managed provision, staff provide a very stimulating environment in the classroom, and even more so in the vibrant and exceptionally well equipped outdoor area. Parents describe how, even only a few weeks into the school year, already the area ‘has been regularly updated with the children’s work’. They rightly praise the way staff care for the children. One explained, ‘My daughter is so happy at St Michael’s that she wants to go at the weekends!’

What the school should do to improve further Set work for more able pupils that challenges them to achieve their very best. Focus school leaders’ monitoring of teaching on the progress all pupils make in their learning so as to better guide staff on making improvements. Give pupils clear guidance on how they can improve their work.

Achievement and standards Grade: 3

The traditionally very high standards at St Michael’s have not been maintained. With several changes of teacher in 2007, including some temporary teachers, results in the Year 6 national tests fell very sharply and pupils underachieved. Results were much better in 2008, so that standards in the school are now above average. This represents satisfactory achievement. However, more able pupils are not all making the progress they should in writing, mathematics and science in the Year 2 assessments and Year 6 tests. This is because they are not set challenging enough work. Those pupils who need extra help with their learning make similar progress to others in the class because they benefit from tailored support from teaching assistants.

Inspection report: St Michael’s Church of England Primary School, 3 October 2008 6 of 11

Personal development and well-being Grade: 2

Pupils are positive about school, try their best in lessons and greatly enjoy their work. However, attendance, which was well above average at the time of the last inspection, has been only average in each of the years since. Pupils are very polite and treat others with the respect they would like shown to themselves: a ‘golden rule’ at St Michael’s. Pupils take an active role in the life of the school, particularly through the school council. They feel appropriately safe and secure and know where to seek advice when they need help. Pupils respond well to the St Michael’s good focus on promoting healthy lifestyles, so that they appreciate the value of a good diet and regular exercise. This has been recognised through the school’s achievement of ‘Healthy School’ status. Spiritual, moral, social and cultural development is good. Pupils respond especially well to the way the school celebrates their personal and individual achievements, as seen on the ‘Wall of Fame’ and in weekly assemblies. Pupils are aware of other cultures through imaginative themed weeks and outside visitors. These help to broaden their awareness of and prepare them for life in multicultural Britain.

Quality of provision

Teaching and learning Grade: 3

Because they get on so well with their pupils, teachers succeed in motivating them to work with effort and concentration. Teachers set out clear objectives for pupils at the start of each lesson so that the pupils know what it is that they are expected to learn. Sometimes, however, too long is allowed for some activities and so the opportunity is missed at the end of the lesson to check through with pupils and reinforce what they have learnt. Teachers make good use of teaching assistants, with clear planning to help direct their support for pupils with learning difficulties. Too often, however, more able pupils are not set work that challenges them to achieve their full potential. This means that they make uneven progress, and not all pupils are helped to fully capitalise on the excellent start they have in the EYFS.

Curriculum and other activities Grade: 2

The school’s good curriculum contributes to pupils’ strong personal development because it motivates them to work hard. School leaders have not allowed the limitations imposed by the buildings to restrict the curriculum provided for the pupils. Despite the continued lack of a school hall, creative partnerships have been developed with other schools to fill the gaps and to broaden the pupils’ experiences. The school’s success in this has been recognised through its gaining of an Active Mark for sports, and pupils have shown their sporting prowess through success in local competitions, including those for tag rugby and cross country running. Where the limitations of the buildings still show their impact is in the loss of valuable teaching time, taken up in travelling to other schools for activities and in moving furniture to transform a classroom into a space where, for example, assembly can take place. Pupils benefit from the opportunities to learn Spanish and French, and

Inspection report: St Michael’s Church of England Primary School, 3 October 2008 7 of 11 the number of pupils who are learning instruments attests to the improvement since the last inspection in music. The curriculum is further enriched through a good range of stimulating themed weeks, and visits to local and national places of interest, such as the recent visit to the White Rock Theatre.

Care, guidance and support Grade: 3 The school takes good care of the pupils. As a pupil explained, ‘There is always a teacher to talk to, and they listen. They really care.’ Safeguarding arrangements meet government requirements. Not enough is done, however, to improve attendance to the previously high levels, by celebrating excellent attendance and chasing up on the first day any unexplained absences. Assessment has been improving, with staff readily identifying pupils who may be falling behind and who need extra support, particularly in Key Stage 2. Pupils have individual targets, but they do not all know them. Marking gives pupils encouragement and often tells them they have met the learning objectives for the work, but teachers’ comments give pupils too little guidance on the next steps they need to take to move their work on.

Leadership and management Grade: 3

The headteacher is popular with parents, who praise his approachability and the calm and sensitive way he sorts out any difficulties. Together with the school’s leadership team, he has drawn well on local authority support to secure some recent improvements that have helped to arrest and reverse a decline since the last inspection. There is clearer direction for staff now that more formal policies and procedures are in place to ensure greater consistency so that staff changes do not cause the disruption to learning that adversely affected pupils’ performance in the past. Lessons are monitored regularly, but school leaders’ observations have tended to focus on checking various characteristics of ‘good teaching’ rather than gauging the effectiveness of lessons by checking that all pupils, including the more able, are making consistently good progress in their learning. Community cohesion is a notable strength at St Michael’s, with well established links to the local community, churches and other schools, which pupils visit to share facilities. Governors are supportive of the school and have concentrated with staff on minimising the adverse effect of the limitations of the premises and on securing improvements.

Inspection report: St Michael’s Church of England Primary School, 3 October 2008 8 of 11

Annex A Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 School satisfactory, and grade 4 inadequate. Overall

Overall effectiveness How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of 3 learners? Effective steps have been taken to promote improvement since the No last inspection How well does the school work in partnership with others to promote 2 learners’ well-being? The effectiveness of boarding provision The capacity to make any necessary improvements 3

Achievement and standards How well do learners achieve? 3 The standards 1 reached by learners 2 How well learners make progress, taking account of any significant variations 3 between groups of learners How well learners with learning difficulties and/or disabilities make progress 3

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

Inspection report: St Michael’s Church of England Primary School, 3 October 2008 10 of 11

Personal development and well-being How good are the overall personal development and well-being of the 2 learners? The extent of learners’ spiritual, moral, social and cultural development 2 The extent to which learners adopt healthy lifestyles 2 The extent to which learners adopt safe practices 3 How well learners enjoy their education 2 The attendance of learners 3 The behaviour of learners 2 The extent to which learners make a positive contribution to the community 2 How well learners develop workplace and other skills that will contribute to 2 their future economic well-being

The quality of provision How effective are teaching and learning in meeting the full range of 3 learners’ needs? How well do the curriculum and other activities meet the range of 2 needs and interests of learners? How well are learners cared for, guided and supported? 3

Leadership and management How effective are leadership and management in raising 3 achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading 3 to improvement and promote high quality of care and education How effectively leaders and managers use challenging targets to raise 3 standards The effectiveness of the school’s self-evaluation 3 How well equality of opportunity is promoted and discrimination eliminated 2 How well does the school contribute to community cohesion? 2 How effectively and efficiently resources, including staff, are deployed to 3 achieve value for money The extent to which governors and other supervisory boards discharge their 3 responsibilities Do procedures for safeguarding learners meet current government Yes requirements? Does this school require special measures? No Does this school require a notice to improve? No

Inspection report: St Michael’s Church of England Primary School, 3 October 2008 11 of 11

Annex B

4 October 2008

Dear Pupils

Inspection of St Michael’s Church of England Primary School, Playden TN31 7PJ

Thank you for making us so welcome when we came to visit your school. St Michael’s provides you with a satisfactory education. Standards are not as high as they have been in the past, but we could see that they are beginning to rise again and are above average. We believe you should be making even better progress, however, especially after the excellent start that you get in the Reception Year. We have asked the school to make sure that you are all set work that stretches you. For some of you, the work is sometimes too easy.

Space is tight at your school, but your headteacher and staff do well to ensure that you do not lose out as a result. We were pleased to see that you still have the chance to do sports and physical exercise. We could see from all the trophies that you often do well in sports even against other better-equipped schools. We were pleased to see how well behaved you are and how you concentrate and work hard in lessons. Staff take good care of you, but we have asked them to give you more help through marking that tells you what you need to do to improve your work. Although you have individual targets, not all of you know what they are. You can help yourselves to make faster progress by making sure that you know your targets and do your best to achieve them.

Your headteacher and staff are checking how well you are doing and we could see that they are giving extra support to those of you who need it. We have asked them to make sure that when they come to visit lessons they look out particularly to see that you are all making as much progress as you should.

We wish you the very best for the future.

Yours sincerely

Selwyn Ward Lead Inspector

St Michael's Primary School Inspection report

Unique Reference Number 114423 Local Authority East Sussex Inspection number 311595 Inspection dates 21 October 2008 Reporting inspector Gavin Jones

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number on roll School (total) 102 Government funded early education provision 14 for children aged 3 to the end of the EYFS

Appropriate authority The governing body Chair Linda Lundberg Headteacher Sue Rogers Date of previous school inspection 15 June 2005 School address Station Road Withyham TN7 4BP Telephone number 01892 770307 Fax number 01892 771099

Age group 4–11 Inspection date(s) 21 October 2008 Inspection number 311595

Inspection report: St Michael’s Primary School , 21 October 2008 3 of 10

Introduction

The inspection was carried out by two Additional Inspectors, who evaluated the overall effectiveness of the school. They particularly investigated the teaching of writing and mathematics in Years 3 to 6, the progress made by children in the EYFS and the quality of monitoring by the subject leaders. Inspectors met with pupils of all ages, staff and a governor. Parts of some lessons were observed and inspectors looked at pupils’ work. School information such as evidence of pupils’ progress, the school development plan and records of visits by the School Improvement Partner were scrutinised. Other aspects of the school’s work were not investigated in detail, but inspectors found no evidence to suggest that the school’s own assessment, as given in its self-evaluation, were not justified. These have been included where appropriate in this report.

Description of the school

This is a smaller than average primary school in a rural setting. Although it takes pupils from both a local and a wider area, these pupils tend to come from an area with very little social or economic disadvantages. The number of pupils with learning difficulties and/or disabilities is about average, and there are very few pupils taking free school meals or from ethnic minority groups. As a result, there are no pupils who speak English as an additional language. There is Early Years Foundation Stage (EYFS) provision in the Reception class.

Key for inspection grades

Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

Inspection report: St Michael’s Primary school , 21 October 2008 4 of 10

Overall effectiveness of the School Grade: 2

This is a good school. It has several outstanding features. ‘Staff at St Michael’s go out of their way to make each child feel special’ is a feeling expressed by a number of parents. This results from the great care and support given to pupils. As a result, pupils’ personal development and well-being are excellent. They thoroughly enjoy school, have excellent attitudes to their work and behave in an exemplary manner. In turn, this helps them make progress in their work and little time is wasted. Pupils concentrate on their tasks and grow in confidence and self-esteem. Their good attendance reflects their enjoyment of school. Strong relationships abound in the school, binding the community together very closely. The relationship between Year 6 ‘buddies’ and their Reception partners is a joy to see. One comment from a parent – ‘I have never known such a great bunch of polite, well-mannered and good humoured children’ – sums up the situation well.

The excellent care pupils receive makes them feel safe and secure. Very effective links to outside agencies and to a wide range of secondary schools ensure that pupils are prepared very effectively for the next stage of their education. Older pupils are looking forward to their next schools.

The school’s pursuit of pupils’ personal development is not at the expense of their academic success. Pupils make good progress across the school, building on the excellent start they make in the EYFS. Results from year to year do fluctuate as numbers of pupils change rapidly and affect standards. For example, last year nearly half the pupils in Year 6 had not been in the school at Year 2. Those that had been made at least good progress, although not all pupils who were expected to get above the nationally expected levels did so, especially in writing. Those pupils with learning difficulties made the same good progress as their classmates, as their needs are identified quickly and good support is provided.

Part of the reason pupils enjoy their work and progress well is to do with the excellent curriculum developed by the school. Apart from the statutory subjects taught, all pupils go swimming, all have French language teaching, even in the Reception class, and all benefit from a wide range of enrichment activities. As a result, the school has many curriculum awards reflecting its commitment to promoting artistic, physical activity and healthy living, such as Artsmark, Activemark, Basic Skills and Healthy Schools awards. The school has addressed mathematics issues in the curriculum by concentrating on mental mathematics, and is being successful. However, the excellent provision is a little slower in translating into pupils’ day-to-day writing skills, so that their achievement in English, for example, is good rather than outstanding. During the visit, an impressive huge three-dimensional display of the painting of ‘The Fighting Temeraire’ was under construction as part of a link to the National Gallery, which has helped enthuse pupils in their artwork. Equally good is the way that the school is developing community cohesion for its pupils. As part of a rural community, pupils’ understanding of the wider world, with its ethnic diversity and cultures, could well be limited. However, the school has formed close links with a city school in Greenwich, whose pupils come from many diverse backgrounds and cultures. It has had links with European schools and now has further strong supporting links to a school in the Gambia.

Inspection report: St Michael’s Primary school , 21 October 2008 5 of 10

Teaching is good throughout the school. The school realises that in order to improve pupils’ achievement and extend teachers’ abilities further, it needs to tailor support on a more individual basis and use the excellent curriculum to make individual lessons really come alive, especially in relation to writing and for more able pupils. Through the strong leadership of the headteacher, class work is monitored over a period of a week, rather than a single lesson. This will provide the headteacher with more opportunities to identify smaller changes needed to improve both teaching and learning further. Improving writing has not been effective in all age groups and activities, as the most recent innovations such as ‘ Big Writing’ have not had time to embed in every class and produce improvements.

The school building has been very well developed with pupils in mind and is very well used by the staff and pupils, with staff deployed well and rooms utilised fully. The partnership between the headteacher and her assistant headteacher is a strong force for improvement and innovation. They have a clear picture of what else needs to be accomplished. They have the capacity to do this, as the school ethos of teamwork is strong. Subject leaders are at different stages of development, with most effectively monitoring their subjects, creating action plans and seeking improvements. Governors support the school well and are equal partners in improvement. They take part in discussions, and track the progress of issues highlighted in the development plan, such as developments in mathematics.

Effectiveness of the Early Years Foundation Stage Grade: 1

Children get off to an excellent start in the Reception class, with good and sometimes outstanding teaching helping them to achieve well from a starting point where some of their skills are below those expected. For example, aspects of their number, communication, language and literacy skills and knowledge of the world, in the current group of children, are less developed than they should be. By the time they start Year 1, all children have reached at least average standards, with a significant minority reaching above average standards, reflecting good progress. Although it is early in the year, the current class are said to be on track to achieve well. Very effective support from teaching assistants and helpers ensure that very full and regular assessments are made accurately and help guide children’s next steps in their learning. Excellent care, guidance and welfare arrangements give them very good support so they make significant progress in their personal, social and emotional development. They are very considerate to each other, share and take turns and their behaviour and enthusiasm are excellent. Children, as part of the much-enriched curriculum, take part regularly in swimming and French lessons, together with visits in connection with their classwork. The school sets an almost perfect balance between activities children choose for themselves and those directed by adults. Staff know the children well and parents are universally complimentary about how children are introduced to school and guided through the EYFS. Children have close links with their Year 6 ‘buddies’ with whom they are seen having lunch and joining at play times. Their good rate of progress, combined with excellent attention to children’s welfare, personal development and wide range of exciting activities, leads to outstanding provision.

Inspection report: St Michael’s Primary school , 21 October 2008 6 of 10

What the school should do to improve further

Improve teaching from good to outstanding so that any remaining weaknesses in writing can be overcome and pupils, especially the most able, can reach their full potential.

Inspection report: St Michael’s Primary school , 21 October 2008 7 of 10

Annex A Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 School satisfactory, and grade 4 inadequate. Overall

Overall effectiveness How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of 2 learners? Effective steps have been taken to promote improvement since the Yes last inspection How well does the school work in partnership with others to promote 2 learners’ well-being? The capacity to make any necessary improvements 2

Effectiveness of the Early Years Foundation Stage How effective is the provision in meeting the needs of children in the 1 EYFS? How well do children in the EYFS achieve? 2 How good is the overall personal development and well-being of the children in 1 the EYFS? How effectively are children in the EYFS helped to learn and develop? 1 How effectively is the welfare of children in the EYFS promoted? 1 How effectively is provision in the EYFS led and managed? 1

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

Inspection report: St Michael’s Primary school , 21 October 2008 9 of 10

Personal development and well-being How good are the overall personal development and well-being of the 1 learners? The extent of learners’ spiritual, moral, social and cultural development 2 The extent to which learners adopt healthy lifestyles 1 The extent to which learners adopt safe practices 1 How well learners enjoy their education 1 The attendance of learners 2 The behaviour of learners 1 The extent to which learners make a positive contribution to the community 1 How well learners develop workplace and other skills that will contribute to 2 their future economic well-being

The quality of provision How effective are teaching and learning in meeting the full range of 2 learners’ needs? How well do the curriculum and other activities meet the range of 1 needs and interests of learners? How well are learners cared for, guided and supported? 1

Leadership and management How effective are leadership and management in raising 2 achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading 2 to improvement and promote high quality of care and education How effectively leaders and managers use challenging targets to raise 2 Standards The effectiveness of the school’s self-evaluation 2 How well equality of opportunity is promoted and discrimination eliminated 2 How well does the school contribute to community cohesion? 1 How effectively and efficiently resources, including staff, are deployed to 2 achieve value for money The extent to which governors and other supervisory boards discharge their 2 responsibilities Do procedures for safeguarding learners meet current government Yes requirements? Does this school require special measures? No Does this school require a notice to improve? No

Inspection report: St Michael’s Primary school , 21 October 2008 10 of 10

Annex B

21 October 2008

Dear Pupils

Inspection of St Michael’s Primary School, Withyham TN7 4BP

Thank you for helping us when we visited your school the other day. Although we were not with you long, you helped by sharing your views and your work with us. We know that you enjoy school, as your attendance is good. This may be because the school has worked hard to make the things that you do very interesting and exciting. As a result, your behaviour and the way you work in class are extremely good. This is the case right from the Reception class to Year 6.

The standards of work across the school are good and you make good progress, although we think you may be able to do even better with your writing if your teachers can provide you with even more help and advice. Not only will this help you to make more progress, but also it would help them improve and become outstanding teachers.

The excellent care and support you get from all the adults at the school make you feel safe and secure and teachers check your work regularly, setting you targets for improvement which you know and understand.

Your school is very well led by your headteacher, who is always looking for ways to improve the school. Your teachers provide you with exciting projects. We were very impressed with the ship in the hall.

We have asked the school to help you all get even better at writing, by teachers being able to guide you further into how to improve. You can all help your school get even better by continuing your good attendance and continuing to work hard in lessons, especially at your writing. Thank you again for a very interesting day at your school.

With best wishes

Gavin Jones Lead Inspector

St Thomas A Becket Catholic Junior

School Inspection report Unique Reference Number 114578 Local Authority East Sussex Inspection number 326041 Inspection dates 23 October 2008 Reporting inspector Eileen Chadwick

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Junior School category Voluntary aided Age range of pupils 7 to 11 Gender of pupils Mixed Number on roll School (total) 263 Appropriate authority The governing body Chair Mr John McManus Headteacher Mrs Rachel Turner Date of previous school inspection 21–22 September 2005 School address Tutts Barn Lane Eastbourne East Sussex BN22 8XT Telephone number 01323 737221 Fax number 01323 738580

Age group 7 to 11 Inspection date(s) 23 October 2008 Inspection number 326041

Inspection report: St Thomas A Becket Catholic Junior School, 23 October 2008 3 of 9

Introduction

The inspection was carried out by an Additional Inspector, who evaluated the overall effectiveness of the school and investigated the following issues:

• Impact of initiatives to improve achievement in writing, particularly for boys. • The progress of more capable pupils in mathematics and science. • Impact of leadership and management at different levels on raising standards, especially through monitoring and evaluation, on improving achievement and reducing exclusions.

Evidence was gathered from lesson observations, discussions with pupils and staff, a review of the assessment data the school uses to track the pupils’ progress, and analyses of pupils’ work. Other aspects of the school’s work were not investigated in detail but the inspector found no evidence to suggest that the school’s own assessments, as given in its self-evaluation, were not justified, and these have been included where appropriate in this report.

Description of the school

The school is a little larger than most junior schools and serves a wide area that includes four Catholic parishes in the centre and on the outskirts of Eastbourne. The majority of pupils, but not all, come from Catholic families. An above average proportion of pupils come from ethnic backgrounds with the largest groups originating from the Philippines and Eastern Europe. Almost a quarter speak English as an additional language and many of these are at early stages of learning English. The proportion with learning difficulties and/or disabilities, including the number with statements of educational needs, is average. These pupils’ needs include speech, literacy, and emotional and physical disabilities. Whilst most pupils have previously attended the infant school that is situated on the same site, a significant minority enter from other primary schools or directly from abroad. Pupils’ overall attainment on entry is average, although this covers the full range. Substantial building improvement work is currently ongoing.

The school has gained Basic Skills, Artsmark Silver, Healthy Schools Silver, Activemark and Investors in People awards.

Key for inspection grades

Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

Inspection report: St Thomas A Becket Catholic Junior School, 23 October 2008 4 of 9

Overall effectiveness of the school Grade: 2

This is a good school. It has some outstanding features. The headteacher provides very good leadership and strikes the right balance between striving for academic achievement and promoting pupils’ personal development and well-being. Pupils’ personal development and behaviour are excellent as a result of the school’s outstanding care and support. A strong Catholic ethos and the celebration of cultural diversity are supported by excellent links with the diverse community. Pupils thrive because the school really nurtures its pupils and gives them a very well rounded education. Pupils do well academically and are also given strong opportunities for developing their creative, practical and sporting skills. One parent echoed the views of many when saying, ‘We are delighted with the school, our child enjoys school and has had many opportunities to develop not just academically but as a person, too.’

Pupils’ achievement is good. By Year 6, standards are well above average in English and above average in mathematics and science. Standards are very high in reading. The arrangements for teaching reading are very rigorous and, as a result, pupils make excellent progress and very nearly all reach at least the standards expected by Year 6. Standards in writing are above average. Pupils write fluently for different purposes, often showing high levels of creative thinking when story writing. However, a significant minority of lower attaining girls and boys still struggle with spelling and punctuation. Pupils with learning difficulties and/or disabilities do well and make excellent progress in reading. Pupils with English as an additional language achieve well due to the good support they receive in school and the specialist help given by the local authority.

The headteacher has shown sustained strong leadership. This, and her close partnership with an able senior team and governing body, and committed staff, are central to the school’s success. The arrangements for self-evaluation are good. New assessment systems for checking how well pupils learn are playing a significant part in helping senior leaders and teachers to accurately pinpoint how well different groups are achieving and then address any weaknesses. There are rigorous programmes for helping pupils who are in danger of falling behind to make up lost ground. These have had an excellent impact on raising standards in reading. The school sets demanding targets and staff tackle any underachievement energetically. Senior leaders rigorously monitor teaching and promote good practice. Subject leaders manage their areas of responsibility and this includes observing their colleagues teach. However, the school understands that subject leaders do not yet play a full part in checking the data used to evaluate how well pupils are doing. This prevents them taking a stronger part in raising pupils’ achievement. Governors fulfil their responsibilities well and are closely involved in monitoring the school’s work and its management.

The quality of teaching and the curriculum are good. Teachers manage pupils extremely well and make sure their lessons stimulate pupils’ interest. They provide a good balance between direct teaching and encouraging the pupils to explore and solve problems for themselves. Work is invariably matched to pupils’ needs and setting in Year 6 enables teachers to match work particularly closely to the very wide range of pupils’ learning needs. However, in unsetted writing lessons, work is

Inspection report: St Thomas A Becket Catholic Junior School, 23 October 2008 5 of 9

occasionally too hard for lower attaining pupils. At such times, there is not enough emphasis upon teaching these pupils basics, such as spelling. The curriculum is particularly strong in the arts and sports with some high quality work in design and technology and art. Information and communication technology (ICT) is used well to enhance learning in other subjects. Pupils have a wealth of opportunities for extra- curricular activities, sporting fixtures and trips. Pupils develop a very good understanding of how regular exercise and a healthy diet help their bodies grow strong. The excellent partnerships with other schools enrich pupils’ learning and ease pupils’ transfer to the next stage in their education. Links with the main infant feeder school have progressed rapidly in the last year.

Excellent links with the Church and an exceptionally well organised programme of personal, social and health education contributes to pupils’ outstanding spiritual, moral, social and cultural development. Although the ethos of the school is strongly Catholic, the range of different cultures and faiths in the school are celebrated, for everyone is valued. The school makes an outstanding contribution to community cohesion within the school, with the local community and further afield. Pupils’ understanding of other communities in Britain is extremely good. They are also developing very good awareness of the global community, for example through visits from teachers from different parts of Europe and through their charity work in Africa. Pupils’ own contributions to the school and wider community are excellent. The thriving school council is a very good vehicle for enabling pupils to contribute to school decision making and for developing their leadership skills. Pupils’ great enthusiasm for school life is reflected in their good attendance. From the moment they enter the school, pupils are valued, extremely well cared for and kept safe. Building programmes have been extremely well managed so there is minimum disruption to pupils’ education and their safety is never compromised. The school has developed well since the previous inspection and is well placed to continue to improve in the future.

What the school should do to improve further

• Raise standards in writing for lower attaining pupils by ensuring teachers always match work to their needs and pay close attention to teaching basics, such as spelling and punctuation. • Develop subject leaders’ skills in monitoring and evaluating the data used to check how well pupils are doing so that their effectiveness in raising achievement is increased.

Inspection report: St Thomas A Becket Catholic Junior School, 23 October 2008 6 of 9

Inspection report: St Thomas A Becket Catholic Junior School, 23 October 2008 7 of 9

Annex A Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 School satisfactory, and grade 4 inadequate. Overall

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

Inspection report: St Thomas A Becket Catholic Junior School, 23 October 2008 8 of 9

Leadership and management How effective are leadership and management in raising 2 achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading 2 to improvement and promote high quality of care and education How effectively leaders and managers use challenging targets to raise 2 standards The effectiveness of the school’s self-evaluation 2 How well equality of opportunity is promoted and discrimination eliminated 2 How well does the school contribute to community cohesion? 1 How effectively and efficiently resources, including staff, are deployed to 2 achieve value for money The extent to which governors and other supervisory boards discharge their 2 responsibilities Do procedures for safeguarding learners meet current government Yes requirements? Does this school require special measures? No Does this school require a notice to improve? No

Inspection report: St Thomas A Becket Catholic Junior School, 23 October 2008 9 of 9

Annex B

23 October 2008

Dear Children

Inspection of St Thomas A Becket Junior School, Eastbourne BN22 8XT

I am writing to tell you how much I enjoyed my visit to your school. Thank you for being so friendly and helping with the inspection. Your views are important, as you are the school’s customers. You said your school is a good one and I agree. Here are some good things about your school:

• You make good progress and reach excellent standards in reading and good standards in writing, mathematics and science by Year 6. • Your behaviour is excellent and you are a credit to your school. This helps to make your school a happy one. • You have some great opportunities for art, design and technology, and sport. • You have a really good understanding of the different people who live in Britain today. • All adults take superb care of you and ensure that you are safe. • Your headteacher, teachers and school governors are working hard to make the school even better.

This is what I am asking the school to do:

• For those of you who find writing difficult, make sure your work is not too hard and you have more chances to practise important skills such as spelling. • Help teachers in charge of subjects to be more involved in checking how well you are learning.

I hope you will continue to enjoy school and continue to try hard in all you do.

Best wishes

Eileen Chadwick Lead inspector

West Rise Junior School Inspection report

Unique Reference Number 114467 Local Authority East Sussex Inspection number 326015 Inspection dates 26–27 November 2008 Reporting inspector Michael Chisnall HMI

This inspection was carried out under section 8 of the Education Act 2005 under pilot arrangements; it was also deemed a section 5 inspection under the same Act .

Type of school Junior School category Community Age range of pupils 7–11 Gender of pupils Mixed Number on roll School (total) 234 Appropriate authority The governing body Chair Angus Scott Headteacher Mike Fairclough Date of previous school inspection 13–14 March 2006 School address Chaffinch Road, Langney Eastbourne East Sussex BN23 7SL Telephone number 01323 764037 Fax number 01323 764565 Email address [email protected]

Age group 7–11 Inspection date(s) 26–27 November 2008 Inspection number 326015

Inspection report: West Rise Junior School, 26–27 November 2008 2 of 11

Introduction

This pilot inspection was carried out by one of Her Majesty's Inspectors and one Additional Inspector. The inspectors visited eight lessons, and held meetings with senior leaders, staff, groups of pupils and members of the governing body. They observed the school’s work and looked at curriculum plans, the school improvement plan, records of pupils’ progress and those records relating to the vetting of staff. In addition, 22 questionnaires were returned from parents and 18 from staff. The inspection looked in detail at the following:

the progress made by pupils in lessons and over time strategies to improve reading and writing skills the effectiveness of support given to pupils at risk of underachieving the quality of teaching and learning, and the efforts made by senior leaders to improve them.

Information about the school

The school has reduced in size since the last inspection, but the overall make-up of the pupils remains the same. The school is fully staffed, although there has been some staff turnover in the last year and the senior management team is newly formed.

School’s School’s figures figures compared with other schools School size 234 Average Free school meals 25% Above average Proportions of pupils with learning 26% Above average difficulties and/or disabilities Proportion of pupils from ethnic 11% Below average minorities Proportion of pupils who speak 5% Below average English as an additional language Proportion of pupils with a 1.7% Average statement of special educational needs

Inspection report: West Rise Junior School, 26–27 November 2008 4 of 11

Inspection judgements

Grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Overall effectiveness 2

Capacity for sustained improvement 2

Main findings

West Rise is a good school that is improving rapidly. This is because senior leaders have clear ideas about what needs improving and how this should be done. As a result, pupils who entered the school with low starting points are making up ground and reaching standards that are close to national averages. This represents good progress, particularly in literacy and numeracy. This has been achieved through:

better teaching and learning a curriculum that meets pupils’ academic and emotional needs secure assessment of pupils’ progress, and targeted support for those pupils who are not making sufficient progress.

Inspectors observed much good teaching and learning across the school. However, this good practice is not yet consistent in every class. Senior leaders are active in observing lessons and helping teachers to improve their practice. They have a detailed understanding of where strengths and weaknesses lie. Nevertheless, their evaluations of lessons do not take enough account of what pupils are learning and whether this is good enough. Plans for improving the work of the school are thorough and well organised, although they do not make sufficiently clear the expected gains in pupils’ learning or well-being. The governing body is supportive of the school, but does not provide the rigorous challenge that the school needs.

The school is on a journey of improvement, but there is still more to be done. Its capacity to do this is good because it has effective senior leaders and a recent track record of success.

What does the school need to do to improve further?

Make sure that teaching and learning in all classes is as good as the best by: Getting the challenge right for all groups of pupils, especially the more able. Using more challenging questions in lessons. Making marking more consistently constructive. Ensuring pupils gain a better understanding of what they need to do to improve.

Inspection report: West Rise Junior School, 26–27 November 2008 5 of 11

Make the monitoring of lessons and the school’s overall planning for improvement more effective by: Having a sharper focus on what pupils are learning when evaluating lessons. Making clear the expected benefits for pupils in their learning or well-being when making plans for improvement.

Improve the work of the governing body by: Enabling it to be a better critical friend and to offer the school greater challenge. Ensuring that more governors visit lessons and develop a better understanding of what goes on.

How well does the school meet the needs of 2 individuals and different groups of pupils?

Pupils are achieving well; this has not been the case in recent years, when attainment has been falling and pupils have not done as well as they should. Thanks to better teaching, assessment and more astute leadership, this situation has turned round. Pupils are now reaching standards that are close to average with particularly good gains in writing skills, especially for boys, who do better than expected nationally. Standards in art and information and communication technology (ICT) are good. The quality of learning is good with most groups of pupils making good progress. Their exercise books demonstrate very clearly the good progress they have made since the start of the year.

Pupils have very positive attitudes towards their work and are keen to do well; they try hard. For example, the enthusiasm with which Year 5 pupils used adjectival clauses to improve a story was impressive. They responded to the teacher’s skilled questions extremely well and did not want to stop writing when the lesson ended. Learning is less effective in the minority of lessons that are satisfactory rather than good. Here, pupils are not challenged or inspired as well as they might be, and the rate of progress slows.

Those pupils who are vulnerable to underachievement make the same progress as others because of well targeted support. Teachers and teaching assistants work together to ensure that their needs are met. Inspectors noted that teaching assistants were skilled in asking questions of pupils that helped them think and learn, and knew when to let them work independently. In one lesson on multiplication and division facts, the giving of very short time targets spurred a group of pupils on as they experienced success very quickly. The school is particularly successful in helping boys to achieve well.

Pupils have a good awareness of how to keep themselves safe and healthy; they know how to deal with instances of unkind behaviour and the importance of a balanced diet, although some do not always exercise healthy eating options. There is a very strong sense of community and pupils are proud of their school. They get on

Inspection report: West Rise Junior School, 26–27 November 2008 6 of 11

well with each other and behaviour is good. Pupils note that instances of poor behaviour and occasional bullying are dealt with very well by staff.

Pupils’ spiritual development is excellent and they are confident in expressing their feelings and exploring creative dimensions in learning. This was demonstrated very well by a small group of pupils in ‘Room 13’ who were explaining to the artist in residence the varied dimensions of Roman life that they would like to explore in a video animation. Pupils enjoy their lessons; as one remarked, ‘Teachers don’t just tell you things, they explain them.’

Attendance is satisfactory, although there are a small minority of pupils who do not arrive in school on time.

These are the grades for pupils’ outcomes How well do pupils achieve and enjoy their learning? 2 The quality of pupils’ learning and their progress 2 The quality of learning for pupils with learning difficulties and/or disabilities and 2 their progress Pupils’ attainment 1 3 To what extent do pupils feel safe? 2 How well do pupils behave? 2 To what extent do pupils adopt healthy lifestyles? 2 To what extent do pupils contribute to the school and wider community? 1 How well do pupils develop workplace and other skills that will contribute to their future 2 economic well-being? Pupils’ attendance and punctuality 3 What is the extent of pupils’ spiritual, moral, social and cultural development? 2

The quality of the school’s work

Teaching and learning are good overall, with some that is outstanding. Detailed planning, the sharing of pupils’ ideas, accurate assessment of progress and the effective use of teaching assistants all contribute to pupils making good progress. There is a minority of teaching that is satisfactory, but not sharp enough to challenge pupils thoroughly. This is because activities are not always well matched to the abilities of pupils, especially those who learn quickly. Some questioning is probing and gets pupils to think hard, but this is not the case in all lessons.

Assessment is much improved from the last inspection and the school has detailed systems to track pupils’ progress and to set targets for them. These targets are used effectively by staff at individual, group and whole-class or year group levels, and form an important part of the regular pupils’ progress meetings and staff performance reviews. Pupils are effectively encouraged to assess their own work

1 Grades for attainment are: 1 is high; 2 is above average; 3 is broadly average; 4 is low

Inspection report: West Rise Junior School, 26–27 November 2008 7 of 11

using ‘success criteria’ identified at the start of lessons. This is helping them to develop their critical thinking skills and to see how a piece of work can be improved. Pupils have targets to aim for, but not all of them understand what they need to do to achieve them. Marking of work is good in many classes, but not yet consistent in all of them.

The curriculum is well designed to promote key skills, such as reading and writing. The creative dimension is very strong, which pupils enjoy very much. Staff are working to improve investigative skills in subjects such as science and mathematics. There are high quality and varied opportunities to support and guide pupils, such as Room 13, and the ‘Vibe’, a place where individual pupils can talk to an adult. These make a major contribution to pupils’ well-being and achievement, resulting in pupils feeling cared for and nurtured, and confident in tackling new things.

These are the grades for the quality of provision High quality teaching and purposeful learning 2 Effective assessment and academic guidance 2 An appropriate curriculum which meets pupils’ needs, including, where relevant, provision 2 through partnership with other organisations Support, guidance and care 1

How effective are leadership and management?

Senior leaders and subject leaders have got to grips with checking how well the school is doing in a systematic way. As a result, they have a good understanding of what needs to be improved and take effective action. The school improvement plan details key tasks to be done to develop important areas such as literacy, numeracy and assessment, and is a very helpful management tool. A good example of its effectiveness is the action taken to improve writing skills last year, which paid off well; the quality of writing was a weakness at the last inspection but is now close to average, especially for boys.

Senior leaders’ monitoring of lessons is very helpful in improving teaching. For example, it has resulted in all lessons having very clear learning outcomes and effective use of ICT to support learning. However, it is not focused sharply enough on what pupils are learning and whether this is good enough.

The school has first-class links with other agencies and schools that make a big difference to pupils’ learning and well-being. For instance, the work with local primary schools on delivering a creative curriculum meets pupils’ needs very well, as they can recognise, and enjoy, the links between subjects. Strong links with the local authority have helped to bring about improvements to pupils’ learning and achievement, through making use of advice and support on areas such as assessment practice and curriculum planning. The school is effective in helping pupils see the importance of the local and wider community in their growth as young citizens.

Inspection report: West Rise Junior School, 26–27 November 2008 8 of 11

The governing body supports the school well in its day-to-day work and in agreeing its long-term plans. It is not yet good enough at challenging it to do better still and to monitor the impact of its plans for improvement. This is because there are no organised systems to enable all governors to find out for themselves about the work of the school and how well it is meeting pupils’ needs.

The school deploys resources effectively and the budget is managed prudently. It makes good use of additional sources of funding to support its work, such as that from Creative Partnerships. The school provides good value for money.

These are the grades for leadership and management Monitoring, evaluating and planning for improvement to outcomes for pupils 2 Promoting equality of opportunity and tackling discrimination 2 Ensuring that safeguarding procedures are effective 2 Ensuring that the governing body provides effective challenge and support so that 3 weaknesses are tackled decisively and statutory responsibilities are met Promoting the school’s relationship with parents and carers, including their involvement in 2 decision making about matters relating to learning and well-being Developing partnerships with other providers, organisations and services 1 Ensuring the school contributes to community cohesion 2 Deploying resources to achieve value for money 2

Views of parents and carers

Only 22 questionnaires were returned to the inspection team. Most of the few respondents were very positive about the school, particularly in the areas of their children’s enjoyment of school, and leadership. A very small number of parents expressed concern about behaviour among older pupils. The inspection team talked to pupils about this, and observed consistently good behaviour in lessons and around the school. No concern was expressed by the pupils, and they were well behaved.

Inspection report: West Rise Junior School, 26–27 November 2008 9 of 11

What inspection judgements mean

Grade Judgement Description Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils’ needs. In 2006-7, 14% of schools were judged to be outstanding. Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well. In 2006-7, 46% of schools were judged good. Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing for its pupils suitably. In 2006-7, 34% of schools were judged satisfactory. Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves. In 2006-7, 6% of schools were judged inadequate.

Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils’ attainment at the end of a key stage with their attainment when they started.

Achievement: an overall measure of the pupils’ success in their academic learning. The term combines attainment and progress. Pupils might make good progress, for example, but if their attainment remains low, inspectors may judge that their achievement is only satisfactory.

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

Inspection report: West Rise Junior School, 26–27 November 2008 10 of 11

1 December 2008

Dear Pupils

Inspection of West Rise Junior School, Eastbourne, BN23 7SL

Thank you very much for the warm welcome you gave to Mrs Coop and me when we visited your school recently. We really valued talking to you about your learning and life in school. We think that yours is a good and improving school because: You are making good progress and learning well, especially in writing. You have good attitudes to school and are very keen to contribute in lessons and in other activities, such as the Pupil Council or Room 13. Lessons are interesting and there are a lot of opportunities for you to learn in creative ways; you told us this and we agree. If you need extra help or support in your learning, or in helping you to feel better, it is available. You are looked after very well and you feel happy in school. The headteacher and other staff know the school well and what to do to help you improve your work.

We think that your school can be better still. We have asked your senior teachers to make sure that they take special care to check how well you are learning when they visit lessons. Many of your lessons are exciting and challenging; we have asked the staff to make sure that all your lessons are like this. Perhaps you have some thoughts about how this could be done which you can share with staff. Finally, we have asked the governors to get to know the school better so that they can help the staff make the school even more successful.

I hope that you continue to learn well and enjoy school. We certainly enjoyed our short time with you and wish you well in the future.

Yours sincerely

Michael Chisnall Her Majesty’s Inspector

Inspection report: West Rise Junior School, 26–27 November 2008 11 of 11

Eastbourne Technology College Inspection report

Unique Reference Number 114603 Local Authority East Sussex Inspection number 326048 Inspection dates 18–19 November 2008 Reporting inspector Jacqueline White HMI

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Comprehensive School category Community Age range of pupils 11–16 Gender of pupils Mixed Number on roll 717 Appropriate authority The governing body Chair Mrs Mary Ogden Headteacher Mr Keith Pailthorpe Date of previous school inspection 21–22 September 2005 School address Brodrick Road Eastbourne East Sussex BN22 9RQ Telephone number 01323 514900 Fax number 01323 514909 0 323 090

Age group 11–16 Inspection date(s) 18–19 November 2008 Inspection number 326048

Introduction

The inspection was carried out by one of Her Majesty’s Inspectors and three Additional Inspectors.

Description of the school

Eastbourne Technology College is smaller than many secondary schools and has been a specialist technology college since 2000. Most students are of White British heritage with a small but increasing number from minority ethnic backgrounds, some of whom speak English as an additional language. An above average number of students have a learning difficulty and/or disability, including 1.8% who have a statement of special educational needs. The college serves a community that experiences significant socio-economic deprivation. The proportion of students entitled to a free school meal is well above average. A high number of pupils join the college after the usual starting point in Year 7, or leave before the end of Year 11.

The college is part of a federation of local providers offering 14–19 courses. In addition, the college offers extended provision through a family learning programme and a range of specialist professionals who work on site.

Key for inspection grades

Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

Inspection report: Eastbourne Technology College, 18–19 November 2008 4 of 12

Overall effectiveness of the school Grade: 2

Eastbourne Technology College provides a good quality of education and successfully combines a caring and supportive learning environment with high aspirations for its students. A short period of instability, during which there was a change of leadership, temporarily slowed the college’s progress. However, since taking up his post in January 2008, the headteacher has had a significant and positive impact. His proactive leadership has quickly earned the respect of the college community. Governors, staff and students have confidence in his leadership. He has communicated a clear vision for the college and put in place good systems to support teaching and learning, improve students’ behaviour and raise standards. The reviewed college improvement plan is sharply focused on raising students’ achievement and strengthening leadership at all levels. He is well supported by a dedicated and effective senior leadership team.

Students enter the college with standards that are significantly below average. Literacy and numeracy skills in particular are underdeveloped. Most students make good progress from Key Stages 2 to 4 to reach broadly average standards. In the recent past, students’ progress was slower in English and unsatisfactory in mathematics. Underperformance in mathematics has been tackled robustly. A new head of department is in post and new staff have been recruited to the team. The strategies outlined in the mathematics improvement plan are rigorous and improving students’ progress in the subject. Unvalidated 2008 data for English indicate a significant improvement in standards with students now making good progress.

Overall, teaching and learning are good. However, there are some inconsistencies in the quality of teaching and good practice has not yet been sufficiently shared. The good curriculum is more successful in Key Stage 4 than Key Stage 3 in engaging students by providing extensive opportunities for practical work and research. The college is part of a local federation of providers offering 14–19 courses. An excellent range of courses is available for older students, giving every opportunity for examination success, and the impact is evident in the increasing numbers of students going on to further and higher education. These extended opportunities are also helping to ensure students at risk of disaffection gain qualifications. The college specialism in technology adds breadth to the curriculum and supports the development of students’ learning skills, confidence and motivation.

There are excellent opportunities for students to make a positive contribution to the community, and the keen interest taken by many is evidence of their good personal development. Most students are developing into thoughtful citizens who care about the wider community and take responsibility for improving the college. Students’ behaviour is satisfactory and improving. Care, guidance and support are good overall. All students are well supported by a network of pastoral care, with external agencies involved whenever appropriate. The extended provision offered by the college is helping to strengthen partnership with parents and surmount any barriers to students’ learning.

Good leadership and management are founded on a clear vision of success that puts students’ achievement and well-being first. Mostly accurate self-evaluation identifies strengths and areas for development clearly. Middle leaders are gaining expertise in

Inspection report: Eastbourne Technology College, 18–19 November 2008 5 of 12 evaluating the work of their teams but there is more work to do. The restructuring of the leadership team and the refocusing of governance have released good capacity for further improvement. This is evident in the improved systems for monitoring the work of the college, teachers’ increased accountability for students’ achievement, students’ improving attitudes and the robust way that underperformance is tackled.

What the school should do to improve further

Develop self-evaluation at the level of middle leadership, with a sharp focus on students’ achievement. Raise standards, particularly in English and mathematics, by increasing the proportion of good teaching and through sharing best practice. Improve students’ engagement with learning in Key Stage 3 by increasing opportunities to learn independently through investigation and practical activities.

Achievement and standards Grade: 2

Standards have risen substantially over recent years. In 2008, provisional data show that the proportion of students gaining five higher-grade GCSEs was above the national average. Given students’ starting points this represented very good progress. When English and mathematics were included the proportion was well below average, mainly due to weaknesses in mathematics. However, in relationship to students’ prior attainment, this still represented satisfactory progress.

The college’s steely determination to improve students’ life opportunities is making an impact on raising standards in English and mathematics. This is evident in the rapid improvement in standards in English, where students now make good progress, and in the strengthening progress they make in mathematics. Year 11 students are now making good progress towards their challenging targets in both subjects.

There are still variations in standards across different subjects. However, effective systems for tracking students’ progress are forcing greater consistency. Students express a preference for more practical and vocational subjects such as applied science, information and communication technology (ICT) and drama, where standards are above average. There is no significant difference between the progress of different groups of students within the school community.

Personal development and well-being Grade: 2

Students’ spiritual, social, moral and cultural development is good. The college carefully creates opportunities for students to experience these important aspects through the curriculum and extra activities. Students enthusiastically respect differences in cultures and there are very few incidents involving racial discrimination.

Students’ behaviour is good in lessons where effective teaching, skilful class management and interesting activities captivate them. Some parents and students

Inspection report: Eastbourne Technology College, 18–19 November 2008 6 of 12 express concerns about the disruptive behaviour of some students in lessons where teaching and relationships are weaker. The college has introduced a good, new system for behaviour management that is improving behaviour and ironing out inconsistencies.

The college works very well with parents to support the development and well-being of students. Communications have improved and there are good opportunities for parents to become involved in the college community through family learning programmes and the parents’ forum. The parents newsletter has also been recently revitalised.

Attendance remains below the national average but is improving. The college has a small hard core of persistent absentees, and a significant number of students join the college with attendance problems. A rigorous, multi-agency approach to tackling these issues is securing some success in reversing entrenched patterns of non- attendance.

Students feel safe in college and understand the importance of safe practices and healthy lifestyles. Participation in sporting and cultural activities is good. The majority of students enjoy their education and many make an outstanding contribution to the college as buddies, mentors and prefects. Students play an important role in college decision-making and take a lead in community schemes such as working with primary schools on mechanics and mathematics projects. The college has used its very good partnerships with employers to help students find work experience placements and develop the workplace skills that contribute well to their economic well-being.

Quality of provision

Teaching and learning Grade: 2

Good teaching and learning enable students to make good progress in most subjects and achieve well. There is some outstanding practice that results in high levels of student motivation, involvement and progress. In an outstanding Year 10 design and technology lesson one student commented that the high expectations ‘make my brain ache but it’s good’.

Most teachers have good subject knowledge and plan lessons well to include a variety of activities. In the most successful lessons, learning objectives are matched carefully to students’ needs and interesting activities provide opportunities to develop learning skills and understanding. Positive relationships and effective class management ensure good behaviour and learning. Teaching assistants skilfully support and promote students’ progress. Where teaching is less successful, tasks are not sufficiently personalised for learners and class management is not so secure. Some teachers direct learning too closely and miss opportunities for students to consolidate learning and apply their understanding independently.

As many students lack confidence and have underdeveloped skills when they join the college, teaching has to be good to help them catch up and fulfil their potential.

Inspection report: Eastbourne Technology College, 18–19 November 2008 7 of 12

Satisfactory teaching and learning are sometimes not sufficiently powerful to close the gap between where students are in their learning and where they should be.

An innovative and effective homework arrangement helps to develop students’ independent learning skills. Termly assessments mean that students and parents have a clear idea of standards but information about how to make further improvement is more patchy. The quality of marking is also variable with some clearly signposting the next steps for learners and some that is very superficial.

Curriculum and other activities Grade: 2

The college leaders are relentless in their pursuit of a curriculum that matches the needs and aspirations of all students. The college provides an excellent range of courses in Key Stage 4 that motivate students to succeed. These are underpinned by a basic skills curriculum that is effective in developing literacy and ICT skills, but not yet as successful in accelerating the development of numeracy skills. The college’s specialism in technology has had a significant impact on improving results and giving students access to further and higher education.

Curricular provision for students with learning difficulties and/or disabilities and those for whom English is an additional language is outstanding because of the high level of personalisation and support. A wide variety of enrichment activities enhance students’ enjoyment and promote healthy leisure pursuits. Students’ personal development is well catered for in a series of ‘lifestyles’ days each year, and all students have full access to very good work-related learning and work experience.

Care, guidance and support Grade: 2

The college works very effectively with a large number of outside agencies and specialist professionals on site to offer outstanding levels of support tailored to individual needs. There is high quality alternative provision and care for students who experience difficulties in conforming to mainstream expectations. The ‘Centre’ is highly effective in ensuring students with learning difficulties and/or disabilities can access the college curriculum. Good individual learning programmes are developed for students with learning difficulties in close partnership with parents. Students for whom English is an additional language also receive excellent individual support.

Effective transition arrangements help students to settle into the college or different phases of education quickly. All aspects of safeguarding and child protection are in place, effective and regularly reviewed. Students are taught how to keep themselves safe, including when using the internet. They are confident about going to staff, ‘buddies’ or peer mediators if problems arise. Any incidents of bullying are dealt with promptly and well.

Whilst most students know their long-term learning targets, too many are less clear about the steps needed to improve their work in subjects and achieve higher standards. Learners are well informed about employment and education options.

Inspection report: Eastbourne Technology College, 18–19 November 2008 8 of 12

Leadership and management Grade: 2

The senior leadership team gives clear direction to the work of the college. Recent restructuring has clarified roles and responsibilities within the senior team and increased accountability for improving students’ outcomes. Middle leadership has also been strengthened but expertise is being developed at this level; some staff new to their posts are still establishing themselves. Self-evaluation is used well to identify priorities for improvement and good opportunities for continuous professional development underpin strategies for improvement. Whole-school systems for monitoring and improving teaching and learning are strengthening. Accurate assessment information is used proficiently at whole-school, team and individual teacher level to set targets for raising achievement, but is not used so well with individual students to clarify subject-specific targets.

Recently reorganised governance is good. Governors are well informed and passionately committed to the college’s improvement. They are directly involved in monitoring progress; for example, they observe lessons and undertake walks of the college to see how well students are settling to learning in lessons. They are increasingly influential in setting the strategic direction of the college and provide an effective balance of challenge and support.

The college is outward looking and works well in partnership with other agencies to enhance students’ experiences, develop responsible citizenship and promote harmony within the context of the college and the wider community. Leaders are working productively to enhance the college’s reputation in the local community and its popularity is increasing.

Inspection report: Eastbourne Technology College, 18–19 November 2008 9 of 12

Annex A Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 School satisfactory, and grade 4 inadequate. Overall

Overall effectiveness How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of 2 learners? Effective steps have been taken to promote improvement since the Yes last inspection How well does the school work in partnership with others to promote 2 learners’ well-being? The capacity to make any necessary improvements 2

Achievement and standards How well do learners achieve? 2 The standards1 reached by learners 3 How well learners make progress, taking account of any significant variations 2 between groups of learners How well learners with learning difficulties and/or disabilities make progress 2

Personal development and well-being How good are the overall personal development and well-being of the 2 learners? The extent of learners’ spiritual, moral, social and cultural development 2 The extent to which learners adopt healthy lifestyles 2 The extent to which learners adopt safe practices 2 How well learners enjoy their education 3 The attendance of learners 3 The behaviour of learners 3 The extent to which learners make a positive contribution to the community 1 How well learners develop workplace and other skills that will contribute to 2 their future economic well-being

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

Inspection report: Eastbourne Technology College, 18–19 November 2008 11 of 12

Leadership and management How effective are leadership and management in raising 2 achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading 3 to improvement and promote high quality of care and education How effectively leaders and managers use challenging targets to raise 2 standards The effectiveness of the school’s self-evaluation 2 How well equality of opportunity is promoted and discrimination eliminated 2 How well does the school contribute to community cohesion? 2 How effectively and efficiently resources, including staff, are deployed to 2 achieve value for money The extent to which governors and other supervisory boards discharge their 2 responsibilities Do procedures for safeguarding learners meet current government Yes requirements? Does this school require special measures? No Does this school require a notice to improve? No

Inspection report: Eastbourne Technology College, 18–19 November 2008 12 of 12

Annex B

20 November 2008

Dear Students

Inspection of Eastbourne Technology College, Eastbourne BN22 9RQ

We really enjoyed meeting you. Thank you for talking to us so honestly about the college and the progress you are making. This letter summarises the findings of our inspection. Your parents or carers will have a copy of the full report should you wish to read it.

The overall effectiveness of the college is good, and its leaders and managers are doing a good job in bringing about improvements. You do well in most subjects at the end of Year 11 and you are making much better progress in English. Your work is also improving in mathematics. When you are interested in lessons you generally behave very well but sometimes some of you lose concentration and disrupt learning. This is happening less because the new behaviour management system is helping you to make the right choices. The majority of you enjoy college life and appreciate the good range of extra activities available to you. You have an excellent choice of subjects to study in Key Stage 4 that help you stay interested in learning and go on to further and higher education. Your attendance is improving but some of you still miss out on learning because of irregular attendance.

You told us you feel safe and very well looked after. You value the positive relationships you have with each other and with staff. Many of you welcome responsibility and take up the excellent opportunities to make a positive contribution to the college and the wider community. The college is very ambitious for you; we have said the following things must be at the top of the improvement list:

Help team leaders review the work of their teams. Improve your achievement by lifting satisfactory teaching to good or better through sharing best practice. Get you more involved in learning in Key Stage 3 through investigation and practical activities.

With very best wishes for the future,

Jacqueline White Her Majesty’s Inspector

Filsham Valley School Inspection report

Unique Reference Number 114609 Local Authority East Sussex Inspection number 311659 Inspection dates 1-2 October, 2008 Reporting inspector Patricia Metham HMI

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Comprehensive School category Community Age range of pupils 11-19 Gender of pupils Mixed Number on roll School (total) 942 Sixth form 9 Appropriate authority The governing body Chair Mrs Carole Dixon Headteacher Mr Peter Midwinter Date of previous school inspection 14-17 March, 2005

School address Edinburgh Road St Leonards on Sea East Sussex TN38 8HH Telephone number 01424 448740 Fax number 01424 722354

Age group 11-19 Inspection date(s) 1-2 October, 2008 Inspection number 311659

Inspection report: Filsham Valley School , 1-2 October, 2008 3 of 12

Introduction

The inspection was carried out by one of Her Majesty’s Inspectors and three Additional Inspectors.

Description of the school

The school opened in 1994. The current headteacher took up his post in April 2007; he is the school’s sixth headteacher in four years. Following changes in the school over the past eighteen months, Filsham Valley is now oversubscribed. The Ninestiles Consultancy, appointed by the local authority (LA) to lead the formation of a federation between Filsham Valley and two other Hastings secondary schools, began active collaboration with these schools in March 2008. Discussions are underway for the creation of a single governing body for the federation, with February 2009 as the target date. Proposals for the three federated schools to close and two academies to be established in three years’ time have been reported in the local press. Knowledge that sixth form provision is to be transferred from the school to local colleges has led to a decline in numbers over the past few years. For this final year, sixth formers share courses with the small numbers from a neighbouring school, The Grove, which is part of the new federation.

Most students are of White British heritage. A much higher than average proportion is eligible for free school meals. The proportion of those with learning difficulties and/or disabilities is also much higher than average. The school provides specialist support for students with sensory and physical impairment and those within the autistic disorder spectrum, whilst ensuring that these students participate extensively in the mainstream curriculum and extra-curricular life of the school. The relatively modern buildings allow all students access throughout the school.

Key for inspection grades Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

Inspection report: Filsham Valley School , 1-2 October, 2008 4 of 12

Overall effectiveness of the school Grade: 3

Filsham Valley is providing a satisfactory quality of education as it moves towards federation with two other secondary schools in Hastings. Since taking up his post in April 2007, the headteacher has had a significant and positive impact on the school after its period of instability. His proactive leadership very quickly earned the respect of the school community. Governors, staff, students and their families have confidence in his leadership. He has communicated a clear and aspirational vision for the school and put in place coherent systems to support teaching and learning, to raise standards, and establish good behaviour across the school. In recent months, the school has additionally benefited from the quality and range of expertise represented by the school’s strategic improvement partner, Ninestiles Plus, and the management experience of its chief executive, who has taken on the role of executive leader for the new federation. The headteacher is well supported by a restructured senior leadership team that brings together complementary strengths and develops strategies through lively debate. There is growing strength in middle management, but this is not yet consistent across the school. Over the past two years, the governing body has developed the structures, knowledge base and confidence to support and challenge the school’s leadership, and to represent the school’s interests during this transition phase. Capacity to improve is good. There are those amongst the Filsham Valley community who are anxious that the school may lose its distinctive character within the federation, but morale is generally high and pride in the school’s recent improvement is strong. A Year 9 student spoke for many, ‘When I was in Year 7, I was ashamed to say I came here. It’s very different now.’

The school rightly judges students’ current level of achievement as satisfactory. However, this does not reflect recent improvement, particularly in mathematics, science and English. Overall standards remain below the national average, but not exceptionally so. This year’s as yet unvalidated GCSE results show a 10% rise in the proportion gaining five or more A* to C grades including English and mathematics. Leadership and management have introduced systematic analysis of assessments and results to improve the tracking of students’ progress and to inform planning. These systems need further refinement and members of staff need further training to ensure effective use of the data. As the school recognises, teaching is not of sufficiently consistent quality to be other than satisfactory overall. Some teaching is outstanding, presenting confident subject knowledge effectively through meticulous planning, lively pace, a varied approach to match students’ individual needs, strategies to encourage creative and independent learning, and infectious enthusiasm. The less effective teaching is characterised by weak planning, lack of pace and variety, poor organisation of resources, and difficulty in maintaining students’ focus and enjoyment. Although there are systems for monitoring performance and evidence of targeted interventions, these currently lack the rigour to achieve consistency of good practice. Some parents and carers understandably feel that home-school communication is unreliable. They seek regular information about homework so that they can better monitor and support their children. Currently much of the work done at home is of poorer quality than that done in school. The curriculum well supports the students’ range of abilities and aspirations and is extended by a substantial programme of clubs and activities and by work related learning.

Inspection report: Filsham Valley School , 1-2 October, 2008 5 of 12

Students’ spiritual, moral, social, cultural and personal development is good. Students understand the importance of a healthy lifestyle, contributing to the development of healthy menus in the canteen and participating in a wide range of clubs and activities. They say they feel safe in school, especially now that behaviour has improved. Although still just below the national average, rates of attendance have risen significantly while the number of exclusions has fallen dramatically. Students of all abilities are keen to do well. This is an inclusive and mutually supportive community. Students make a positive contribution through focus groups and by taking on responsibilities. Mixed age tutor groups have improved relationships between year groups. All students are well supported by a network of pastoral care, with external agencies involved whenever appropriate. Safeguarding procedures are robust. The quality of academic guidance is uneven, including the marking of written work. Improving standards of literacy and numeracy, confidence in computer skills, and the school’s burgeoning enterprise culture are giving students a good foundation for life beyond school.

Effectiveness of the sixth form Grade: 3

Filsham Valley is providing a satisfactory quality of education overall for its small number of students. Leadership and management are good. In this final year of sixth form provision there is, understandably, little capacity to improve. Effective care, guidance and support have been key factors in the decision by students to stay on, even when previous attainment has not provided a strong basis for sixth form studies. Well organised collaboration with The Grove School and with other providers locally has extended students’ options.

The sixth form manager and the tutor track students’ progress carefully. Challenging targets are set. Students make satisfactory progress given their starting points, but attainment remains well below national averages. The quality of teaching is inconsistent. The best is lively, encouraging students to aim higher. A varied approach meets individual learning styles and stimulates a confident and constructive response. Less effective teaching is too strongly teacher led, with an emphasis on ‘teaching to the test’ rather than deepening understanding. Students’ personal development is good. Students have constructive relationships with each other and staff but their involvement with the school as a whole is limited. They present their ideas confidently and show positive engagement with the courses that will give them a basis for future training and/or employment.

What the school should do to improve further

Embed rigour in monitoring and evaluation to ensure consistent good practice and effectiveness in teaching and learning Expand and refine the use of tracking data to support and enhance students’ progress. Develop communication with parents over issues such as homework so that students’ independent learning matches and complements classroom practice.

Inspection report: Filsham Valley School , 1-2 October, 2008 6 of 12

A small proportion of the schools whose overall effectiveness is judged satisfactory, but which have areas of underperformance, will receive a monitoring visit by an Ofsted inspector before their next section 5 inspection. Achievement and standards Grade: 3

Students’ attainment on entry is below or well below the national average. Although humanities, and more specifically history, highlighted in the previous report as an area for development, remain problematic, raised expectations and targeted interventions have enhanced students’ progress, especially in English, mathematics and science. Overall achievement is now at least satisfactory, and good for those with significant learning difficulties and/or disabilities. Provisional data for 2008 indicates that standards have risen. Detailed in-school data supports the school’s prediction that this improvement will continue in 2009. There is a determination amongst students to raise the bar, represented by one in Year 11, ‘We want to beat last year!’

Progress is not consistent across the curriculum. New systems for analysing results and tracking progress are not securely embedded, although steps are being taken to make data more accessible and to monitor the impact of its use. The school is right to target the relatively low attainment of boys at the end of Year 11 if overall standards are to rise further. Students with a wide range of learning difficulties and/or disabilities make good progress as a result of high quality support.

Personal development and well-being Grade: 2

Students’ spiritual, moral, social, cultural and personal development is good. Older students take on responsibilities willingly both within Filsham Valley and in local primary schools. They raise funds for charity and they have established a positive presence in the community by, for example, helping improve a local nature reserve. Students have negotiated healthy menus in the canteen and they engage enthusiastically in a range of sports and activities. Attendance figures are steadily improving, most strikingly in Years 10 and 11, although the overall rate is still slightly below the national average. Students feel safe in school and confident that any difficulties will be resolved promptly. All agree that behaviour has much improved. Although there is some low level disruption when teaching fails to engage older students, the number of days lost through exclusion has been significantly reduced by the school’s effective management of challenging students. Students are well prepared for the world of work. With the support of local industries and other agencies, they identify and hone the skills that they will need later in life.

Quality of provision

Teaching and learning Grade: 3

The strong focus now on teaching and learning has led to improvement in many but not all areas, so the overall provision is satisfactory rather than good. In the least effective lessons, planning lacks detail and does not identify sufficient opportunities for independent and active learning. Unvaried pace, lack of challenge and, on

Inspection report: Filsham Valley School , 1-2 October, 2008 7 of 12 occasion, inappropriate resources fail to engage students. This sometimes triggers low level disruption that inhibits the learning of the class as a whole. In the best lessons, thoughtful planning enables teachers to draw on a breadth of subject knowledge and a variety of approach that together engage students’ interest and support independent learning. Students have the confidence to present personal experiences and their own ideas to illuminate or challenge curriculum content. Expectations are high, the pace is lively, questioning skills are well developed and information and communication technology (ICT) is skilfully used. Crucially, the most effective teachers use formal and informal assessment of students’ work to consolidate what has been learnt and to promote further learning. Lack of consistency in the setting and marking of homework not only causes concern amongst some parents but also inhibits sustained learning, especially in Years 9 to 11. It is noticeable that work done at home often lacks substance and attention to detail. In response, senior managers are planning a move towards a more project or portfolio based approach.

Teaching and support staff are committed to the school and keen to see students do well. As students’ and parents’ responses demonstrate, such commitment is highly valued and the wish to raise standards is widely shared. This parent spoke for many, ‘The teachers have always impressed me with their approachability and good relationship with the children. They seem to respect the children’s individuality and children are constantly rewarded for achievements.’

Curriculum and other activities Grade: 2

The school has put in place an innovative and well judged curriculum, providing appropriate opportunities for all students to progress and develop well. The curriculum meets all statutory requirements. Innovations, such as the one year GCSE in design and technology for Year 9 students, have accelerated progress and increased motivation. As a Year 10 student observed, ‘So much has changed and we get opportunities to do better for ourselves. The school seems to be giving everyone a fair chance.’ Cross-curricular initiatives to improve students’ literacy skills are beginning to bear fruit. However, not all are meeting students’ needs, the Study Plus programme, for example. Restructured leadership of the humanities is tackling aspects of underperformance identified in the previous inspection report. It is too soon to evaluate the impact of these initiatives. All students benefit from the school’s business and enterprise focus. Activities include a Year 11 arts project with Hastings Museum and Art Gallery, enterprise days and work experience.

Students enjoy taking part in a broad range of enrichment activities, including sports, drama, dance and science; take up of these opportunities is high.

Care, guidance and support Grade: 3 The overall quality of care, guidance and support is satisfactory. This, however, does not reflect the very high quality of pastoral care and support enjoyed by all students, especially those with learning difficulties and/or disabilities. Those with physical or sensory impairments, for example, are encouraged to participate fully in the life of the school, confident in the knowledge that there is on site a range of specialist services such as physiotherapy. Multi agency support from the community is used

Inspection report: Filsham Valley School , 1-2 October, 2008 8 of 12 whenever appropriate. Vulnerable students and those at risk of exclusion do not drop out or feel adrift. They benefit from what a parent described as ‘a caring and passionate group of staff who show a genuine personal interest in the children’. Procedures for safeguarding students and promoting their welfare are thorough and reliable. The pastoral team has contributed to a significant improvement in students’ behaviour and attendance. The new mixed age tutoring system is working well, strengthening links between academic and pastoral support and between year groups.

Evolving systems for tracking students’ progress do not reliably enable staff to set challenging targets and take action promptly when students are underperforming. The quality of feedback and marking is also inconsistent. There is evidence of self and peer assessment in some subjects but it is patchy. Some marking of written work successfully combines encouragement with clear and specific guidance on how students can improve, but this is not always the case.

Leadership and management Grade: 3

Overall, leadership and management are satisfactory. In consultation with the recently restructured and now highly focused governing body, the headteacher has set a clear direction for the school that staff understand and embrace: to raise standards and achievement, not by teaching to the test but through personalised learning supported by intelligent use of data. The senior leadership team provides a healthy balance of challenge and constructive thinking in support of that vision. Roles and lines of accountability are clear. There are strengths in middle management, but the pattern is not consistent.

Capacity to improve reflects a realistic and detailed knowledge of the school by leadership and management and their readiness to tackle challenge. Since March 2008 that capacity has been significantly enhanced by the expertise and experience brought in by Ninestiles Plus and its chief executive in his role as executive leader of the emerging Hastings Federation . He and his team of advanced skills teachers and other staff are playing a key role in strategic planning and the setting of targets, as well as modelling and sharing good practice. Financial management is rigorous, with the needs of the students as the governing factor. Value for money is generally good, although the impact is still uneven in terms of student achievement. Governors and other supervisory bodies discharge their responsibilities well, responding positively to the challenge of moving towards federation.

The school promotes equality of opportunity well, especially for those with physical and sensory impairments or learning difficulties and/or disabilities. This contributes significantly to community cohesion within the school. Promotion of community cohesion within the local community is also good but evidence of engagement with issues of ethnic and cultural diversity on a national scale is less visible.

Inspection report: Filsham Valley School , 1-2 October, 2008 9 of 12

Annex A Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 School 16–19 satisfactory, and grade 4 inadequate. Overall

Overall effectiveness How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of 3 3 learners? Effective steps have been taken to promote improvement since the Yes Yes last inspection How well does the school work in partnership with others to promote 2 2 learners’ well-being? The capacity to make any necessary improvements 2 4

Achievement and standards How well do learners achieve? 3 3 The standards 1 reached by learners 3 4 How well learners make progress, taking account of any significant variations 3 3 between groups of learners How well learners with learning difficulties and/or disabilities make progress 2

Personal development and well-being

How good are the overall personal development and well-being of the 2 2 learners? The extent of learners’ spiritual, moral, social and cultural development 2 The extent to which learners adopt healthy lifestyles 2 The extent to which learners adopt safe practices 2 How well learners enjoy their education 2 The attendance of learners 3 The behaviour of learners 2 The extent to which learners make a positive contribution to the community 2 How well learners develop workplace and other skills that will contribute to 2 their future economic well-being

The quality of provision How effective are teaching and learning in meeting the full range of 3 3 learners’ needs? How well do the curriculum and other activities meet the range of 2 2 needs and interests of learners? How well are learners cared for, guided and supported? 3 2

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

All white boxes must be completed. The grey boxes are used wherever the inspection team has sufficient evidence to come to a secure judgement.

Inspection report: Filsham Valley School , 1-2 October, 2008 11 of 12

Leadership and management

How effective are leadership and management in raising 3 3 achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading 2 to improvement and promote high quality of care and education How effectively leaders and managers use challenging targets to raise 3 standards The effectiveness of the school’s self-evaluation 3 3 How well equality of opportunity is promoted and discrimination eliminated 2 How well does the school contribute to community cohesion? 3 How effectively and efficiently resources, including staff, are deployed to 2 achieve value for money The extent to which governors and other supervisory boards discharge their 2 responsibilities Do procedures for safeguarding learners meet current government Yes Yes requirements? Does this school require special measures? No Does this school require a notice to improve? No

Inspection report: Filsham Valley School , 1-2 October, 2008 12 of 12

Annex B

3 October, 2008

Dear Students

Inspection of Filsham Valley School, St Leonards on Sea TN38 8HH

Thank you for the courtesy and helpfulness you showed when we visited your school recently to see how well it is doing. We all greatly appreciated the openness with which you answered our questions and showed us your work and we were impressed by the evident pride you take in your school and in your own achievements.

I am pleased to have this opportunity to let you know what your school does particularly well and how it could do even better. We agree with your headteacher that there have been real improvements recently and that Filsham Valley is providing a satisfactory quality of education. Amongst the improvements you were keen to tell us about are the opportunities you have to do well. As one of you said, ‘So much has changed and we get many opportunities to do better for ourselves.’ Last year’s improved GCSE results have set you a target to beat. You appreciate how the new tutor groups help different year groups get to know each other, with older students well placed to give support and advice to younger ones. You speak with great enthusiasm about the house system, feeling that it gives you a sense of belonging and greater impetus to achieve. We were particularly impressed by the care and kindness with which you generally treat each other and the way in which, no matter what difficulties or disability you may have, you are encouraged to be thoroughly involved in the life of the school.

To ensure that your school builds on its recent improvement, we have asked the headteacher and his team to:

make sure that teaching and learning are very carefully monitored so that the most successful approaches are spread right across the school and you all do as well as you can

help your teachers use information from assessments and test results consistently well to support and improve your progress

improve the communication between your home and school, especially about homework, so that the work you do at home is as good as that you do at school.

I look forward to hearing about Filsham Valley’s continuing success.

Patricia Metham Her Majesty’s Inspector

Hailsham Community College Inspection report

Unique Reference Number 114586 Local Authority East Sussex Inspection number 311653 Inspection dates 27 November 2008 Reporting inspector Patricia Metham HMI

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Secondary School category Community Age range of pupils 11–19 Gender of pupils Mixed Number on roll School (total) 1244 Sixth form 175 Appropriate authority The governing body Chair Mr Peter Williams Headteacher Mrs Lesley Farmer Date of previous school inspection 26–27 April 2005 School address Battle Road Hailsham East Sussex BN27 1DT Telephone number 01323 841468 Fax number 01323 848900

Age group 11–19 Inspection date(s) 27 November 2008 Inspection number 311653

Introduction

The inspection was carried out by one of Her Majesty’s Inspectors and an Additional Inspector. The inspectors evaluated the overall effectiveness of the school and investigated the following issues: achievement and standards, teaching and learning, curriculum, the academic element of care, guidance and support, and leadership and management.

Evidence was gathered from discussion with governors, leadership and management, staff and students, school documentation, scrutiny of work and parental responses to a questionnaire. Other aspects of the school’s work were not investigated in detail, but inspectors found no evidence to suggest that the school’s own assessments, as given its self-evaluation, were not justified, and these have been included where appropriate in this report.

Description of the school

Hailsham Community College is the only secondary school in the town and serves a relatively self-contained community. Most students are of White British heritage and very few have English as an additional language. Prior attainment on entry to the college is broadly in line with national averages, as is the proportion of students with learning difficulties and/or disabilities, most of which relate to behavioural, emotional and social issues. In 2000, the college achieved specialist status as a sports college and in 2005 added business and enterprise as a second specialism. It is part of an Eastbourne and Hailsham federation, focusing on provision for 14 to 19-year-olds. The college is also currently working with four primary schools in the town on a government field trial to develop a coordinated approach to teaching and learning, academic guidance and pastoral care.

Key for inspection grades

Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

Inspection report: Hailsham Community College, 27 November 2008 4 of 10

Overall effectiveness of the school Grade: 2

This is a lively, purposeful community that provides a good education for its students and an effective range of resources and opportunities for the town. The principal drives improvement vigorously through the continual re-evaluation and, where appropriate, re-invention of the college’s systems and expectations. She has built up a cohesive and committed senior leadership team, ensuring that individuals’ capacity to support the college’s continuing development is extended through periods of secondment to other schools, opportunities to take on a variety of roles within the college and well directed continuing professional development. Capacity is good and strengthening as the leadership team builds up confidence and experience. Team members point with a justified sense of achievement to developments such as the establishment of a ‘core intervention group’ that is raising standards in English, mathematics and science, the introduction of diplomas in engineering and construction, and development of an inclusive curriculum. The college’s approach to expanding and strengthening leadership skills and experience extends successfully into middle management. Subject leaders, for example, are actively promoting the development of effective ways in which to set challenging targets and to use a range of assessment methods to improve learning. There is a rigorous system for monitoring the quality and impact of teaching, with well targeted support wherever weaknesses are identified. Leadership and management at all levels are good.

Strongly supported by the governing body, which represents the local community well, the principal and members of the senior team have set out a clear vision for the college. This includes broadening sixth form provision so that more students stay on to develop skills and acquire qualifications that match local needs. The college has developed an enterprising range of partnerships with other schools and colleges and with local businesses. It draws successfully on a very extensive spread of professional expertise to add breadth to the curriculum and open up viable training and employment opportunities for the college’s leavers. This also strengthens students’ understanding of their place within the local community. Curriculum provision is good, especially for those interested in a more vocational and practical preparation for their future economic well-being. Higher attaining students respond with enthusiasm and success to opportunities for early entry to BTEC accreditation. A significant number in the current Year 11 are now working towards the BTEC equivalent of AS and A-level qualifications. This positive development has been given added momentum by the college’s sports and enterprise specialisms.

The college rightly judges students’ achievement overall as good, boosted by recent improvements in the core subjects. Across Years 7 to 9, and in some subjects in Years 10 and 11, students are taught in ability-based groups and most progress at similar rates but, as the college acknowledges, the most able students are not consistently fulfilling their potential. Appropriate interventions are being put in place to tackle this. However, the college has put in place exceptionally wide-ranging provision to ensure that students of all abilities and aspirations have access to the full curriculum and to all complementary activities. Equality of opportunity is a striking feature of college life and much appreciated by students. Standards are broadly average, showing an upward trend over the past three years. There have

Inspection report: Hailsham Community College, 27 November 2008 5 of 10

been good results recently in mathematics at the end of Year 9, exceeding the college’s target and higher than the national average. The proportion gaining five or more A* to C grades at GCSE or equivalent has risen steadily over three years and provisional results for 2008 suggest that, at 67%, the college has exceeded expectations. When grades for English and mathematics are taken into account, the proportion falls slightly below the college’s target for 2008 but, at 43%, this provisional result shows a marked increase on the previous year. Students with a very wide range of ability and diverse interests enter the sixth form and make satisfactory progress. Those following BTEC courses make the best progress. Standards in the sixth form are broadly in line with national averages.

Teaching and learning are good overall. Staff morale is high and there is a widely shared commitment to raising standards. Staff and teaching assistants are well supported by a strong programme of professional development. It is currently focusing on effective ways in which to use questioning and feedback in lessons, and to encourage both peer- and self-assessment by students. Almost all the lessons observed were good or better, characterised by lively pace, a variety of approaches to support diverse learning styles, confident subject knowledge, positive relationships between staff and students and well understood, often challenging, objectives. Good assessment methods, while widely used, are not consistently applied and the most able are not always fully challenged, although there is scope for the self-motivated and aspirational to achieve at a high level.

The college provides good care, guidance and support. Safeguarding procedures are robust and relevant training regularly updated. Systems to monitor and improve attendance are thorough and having a positive impact. Students greatly appreciate the prompt, effective support they are given by their mentors. The system of mixed- age mentor groups within a house system strengthens the cohesiveness of the college community, with older students supporting younger ones. House leaders take great pains to ensure that vulnerable individuals are sensitively and steadily supported and they build positive relationships with families. A conspicuous strength of the college is its inclusiveness, not only through the breadth of its curriculum but through its pervasive culture of mutual respect, well modelled by the staff. Academic guidance is less consistently effective. The marking of written work does not always balance encouragement with clear and specific advice on how to improve. The college provides good opportunities for students to build up an informed awareness of global issues, partly through the taught curriculum and partly through visits and exchanges and through links with schools in Africa and China. Students’ awareness of community issues within Britain is less well developed.

Students’ spiritual, moral, social, cultural and personal development is good. Students enjoy life at the college and are keen to do well. They feel safe, not least because their representatives on the college council play such a key role in establishing practical and effective approaches to behaviour and make it clear that bullying will not be tolerated. Students understand the importance of a healthy lifestyle and most make sensible choices. They value the college’s specialist sports status, taking advantage of opportunities to participate in a variety of activities and to make a positive contribution to the local community through work with primary schools. While the literacy levels of a proportion of students are limited, the skills and

Inspection report: Hailsham Community College, 27 November 2008 6 of 10

experience developed through the curriculum and through well directed involvement in the local community give students a good preparation for future employment.

Effectiveness of the sixth form Grade: 2

The sixth form provides a good quality of education for its students. Ably supported by members of the senior leadership team, the newly appointed sixth form leader has a clear understanding of strengths and areas for development. The college has responded constructively to the abilities and aspirations of its students and shown considerable enterprise in establishing partnerships to complement its own diverse provision of courses. The two specialisms have extended students’ options – through the Football Academy, for example – and fostered a culture of enterprise and achievement. The college is taking appropriate steps to use information about the destinations of leavers to shape curricular planning. The scope of personal, social and health education has been extended to strengthen students’ awareness of their place in a multicultural world and to encourage reflection about spiritual and moral values. The prior attainment of a significant number of students on entry to the sixth form is lower than would be expected elsewhere but the college’s commitment to being inclusive and supportive in practical ways serves them well. They are encouraged to remain in education and to prepare confidently for future employment. Students make satisfactory progress, supported by regular, developmental feedback from staff. Overall standards are broadly average, with particular strengths in law both at AS and A level.

Fostered by this positive ethos, students’ personal development is good. Students take pleasure in achievement and are confident that the college is giving them a secure foundation for the future, including those whose literacy and numeracy skills are relatively limited. They take full advantage of opportunities to make a positive contribution within the college and the local community, developing team working and leadership skills through sports schemes with primary schools. The college’s extensive links with further education colleges and local businesses provide a good framework for choices of course and for careers pathways, complementing the guidance provided by students’ mentors. Sixth form students make a positive contribution to the life of the college, taking on responsibilities as prefects and leaders of house activities.

What the school should do to improve further

Improve the consistency of good practice across the school to raise the standards achieved by all students, including the most able. Increase the frequency and detail of written feedback to students to improve their progress.

Inspection report: Hailsham Community College, 27 November 2008 7 of 10

Annex A Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 School 16–19 satisfactory, and grade 4 inadequate. Overall

Overall effectiveness How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of 2 2 learners? Effective steps have been taken to promote improvement since the Yes Yes last inspection How well does the school work in partnership with others to promote 1 1 learners’ well-being? The capacity to make any necessary improvements 2 2

Achievement and standards How well do learners achieve? 2 3 The standards 1 reached by learners 3 3 How well learners make progress, taking account of any significant variations 2 3 between groups of learners How well learners with learning difficulties and/or disabilities make progress 2

Personal development and well-being How good are the overall personal development and well-being of the 2 2 learners? The extent of learners’ spiritual, moral, social and cultural development 2 2 The extent to which learners adopt healthy lifestyles 2 2 The extent to which learners adopt safe practices 2 2 How well learners enjoy their education 2 2 The attendance of learners 2 2 The behaviour of learners 2 2 The extent to which learners make a positive contribution to the community 2 2 How well learners develop workplace and other skills that will contribute to 2 2 their future economic well-being

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

Inspection report: Hailsham Community College, 27 November 2008 9 of 10

The quality of provision How effective are teaching and learning in meeting the full range of 2 2 learners’ needs? How well do the curriculum and other activities meet the range of 2 2 needs and interests of learners? How well are learners cared for, guided and supported? 2 2

Leadership and management How effective are leadership and management in raising 2 2 achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading 2 to improvement and promote high quality of care and education How effectively leaders and managers use challenging targets to raise 2 standards The effectiveness of the school’s self-evaluation 2 2 How well equality of opportunity is promoted and discrimination eliminated 1 How well does the school contribute to community cohesion? 2 How effectively and efficiently resources, including staff, are deployed to 2 achieve value for money The extent to which governors and other supervisory boards discharge their 2 responsibilities Do procedures for safeguarding learners meet current government Yes Yes requirements? Does this school require special measures? No Does this school require a notice to improve? No

Inspection report: Hailsham Community College, 27 November 2008 10 of 10

Annex B

28 November 2008

Dear Students

Inspection of Hailsham Community College, Hailsham, BN27 1DT

We greatly appreciated your cheerful helpfulness when we visited the college recently to see how well it is doing. Your readiness to show us your work and to explain what life at the college is like made our task much easier and very enjoyable. I am pleased to have this chance to share with you what we found.

We agree with you that the college provides you with a good education. The standards you achieve are broadly in line with national averages and most of you make good progress through Years 7 to 11. Progress in the sixth form is generally in line with national averages. You told us that you value the support you are given by your teachers and your mentors, and that you feel safe and able to achieve qualifications that will enable you to go on to future education, training or employment. We were very impressed by the confidence and sense of purpose conveyed so persuasively by members of the college council and to know that you feel your views are taken seriously. Like you, we could see how much the college is benefiting from its two areas of specialism – sport and business enterprise – and how valuable are the links that the college has developed with other schools and colleges and with local businesses. It was good to hear and to see for ourselves that sixth formers play an important part in the life of the college, as prefects and leaders of house activities.

To help the college build on its present strengths and continue its pattern of improvement, we have asked your principal and her leadership team to do the following things:

Make sure that the most successful approaches to teaching are spread consistently across the school so that you all do as well as you can, including those of you who find some of the work relatively easy. Make sure that your written work is marked even more frequently and that you are given detailed guidance on how to improve.

I look forward to seeing the college go from strength to strength.

With best wishes

Yours faithfully

Patricia Metham Her Majesty’s Inspector

Hillcrest School Inspection report

Unique Reference Number 114601 Local Authority East Sussex Inspection number 332382 Inspection dates 8–9 October 2008 Reporting inspector Wiola Hola HMI

This inspection was carried out under section 8 of the Education Act 2005; it was also deemed a section 5 inspection under the same Act .

Type of school Secondary School category Community Age range of pupils 11–19 Gender of pupils Mixed Number on roll School (total) 673 Appropriate authority The governing body Chair Mr Ken Hales Headteacher Mrs Theresa Phillips Date of previous school inspection 27–28 February 2007 School address Rye Road Hastings East Sussex, TN35 5DN Telephone number 01424 711950 Fax number 01424 719842

Age group 11–16 Inspection date(s) 8–9 October 2008 Inspection number 332382

Inspection report: Hillcrest School , 8–9 October 2008 2 of 13

Inspection report: Hillcrest School , 8–9 October 2008 3 of 13

Introduction

The inspection was carried out by one of Her Majesty’s Inspectors and three Additional Inspectors.

Description of the school

The school is smaller than a typical secondary school. Although designated as a school for students aged 11-19, the sixth form was suspended in 2005 and current students are aged 11-16. The percentage of students eligible for free school meals is well above average. The proportion from minority ethnic groups is below average, and the proportion who speak English as an additional language is well below average. There is a much higher than average percentage of students with learning difficulties and/or disabilities. The percentage of students with a statement of special educational need is above average. Many more students than might normally be expected move in or out of the school other than at the usual times. The school has been a specialist language college since September 2003.

A strategic improvement partner, appointed by the local authority to lead the formation of a federation between Hillcrest School and two other secondary schools in the Hastings and St Leonards area, began active collaboration with these schools in April 2008. Discussions are underway for the creation of a single governing body for the federation, with February 2009 as the proposed target date.

Key for inspection grades

Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

Inspection report: Hillcrest School , 8–9 October 2008 4 of 13

Overall effectiveness of the school Grade: 4

In accordance with section 13 (3) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion that this school requires special measures because it is failing to give its pupils an acceptable standard of education and the persons responsible for leading, managing or governing the school are not demonstrating the capacity to secure the necessary improvement.

This is a school with too many inconsistencies: amongst students, there is both diligence and disaffection; some lessons are captivating and effective but others are dull, poorly planned or disrupted; some staff show skilful and resourceful approaches to school improvement whereas others lack urgency or clarity about this. These and other inconsistencies have contributed to weaknesses in the overall quality of provision and poor academic outcomes for students.

The local authority recognised the school’s inadequacies and, in April 2008, contracted a school-based strategic improvement partner to be accountable for the improvement of three secondary schools in the area including Hillcrest. This strategic improvement partner, under its executive leader, has a proven track record of securing rapid improvement in similar schools. A new headteacher took up post in the week before the inspection.

Standards are exceptionally low overall and students do not make the progress of which they are capable. The rates of students’ progress, from entering the school in Year 7 to leaving in Year 11, have declined in the last few years despite small improvements previously. Teaching and learning are inadequate because too often tasks do not sustain students’ concentration or meet their needs. On the other hand, students show enthusiasm and pay full attention when activities capture their interest.

Students’ personal development and well-being are satisfactory overall. In break times, students’ behaviour is satisfactory and students move around the site and buildings calmly and courteously in the main. Sometimes, progress in lessons is slowed through disruption by a minority of students The new systems for promoting good behaviour are having a positive impact on most students. Students’ attitudes and comments about their work and lessons oscillate between an apparent indifference on the one hand, and wanting to work hard and achieve on the other. Through aspects of the curriculum, and in assemblies for example, students’ understanding of the world, its diversity, and of how students might contribute to and create a cohesive society, is developing satisfactorily.

The curriculum and its organisation are satisfactory and include some good features in the interventions designed to boost progress in Year 11, and to support vulnerable students. Some good provision for modern foreign languages exists but the impact of the school’s status as a specialist language college is not sufficiently widespread across the school. Some aspects of the care and support students receive are good with positive contributions from support staff as well as teachers. For example, individual students speak of good personal support from some staff when they need help. In some lessons or subjects, good feedback is given to students about their work and how to improve it, but academic guidance for students is inconsistent and

Inspection report: Hillcrest School , 8–9 October 2008 5 of 13 has some significant shortcomings, especially in English. The school has a range of ways for gathering and responding to students’ views, but students as a whole are not fully enough aware of this work and its outcomes. The school keeps a careful check on attendance and acts quickly to report absences. Attendance, however, is still well below average.

Improvement since the last inspection is inadequate. Since April, however, the strategic partner has significantly improved provision for information and communication technology (ICT), introduced the new whole-school behaviour policy that is having a positive impact, and begun work on a common lesson-planning framework. Improvements in some areas have been impeded by the school’s difficulties in recruiting staff.

The governors, headteacher, executive leader and senior staff have a clear vision for the school’s future development. They are supported by the newly appointed directors for improvement for English, mathematics and science who work across the federated schools, and by the strategic partner’s team of advanced skills teachers. Together they have begun to tackle underperformance and strengthen systems of accountability in the school. However, there are shortcomings in provision and outcomes, and in the way some subject and other middle leaders identify and articulate how they intend to drive up standards in their departments or areas. As a result, leadership and management are inadequate overall. Governance is satisfactory and has some good features.

What the school should do to improve further

Raise students’ attainment in all years, and not only at the ends of key stages, so that it is at least at the level that can be expected, given students’ starting points. Ensure that lessons consistently comprise work that motivates, engages and suitably challenges students, and include useful feedback on students’ work. Strengthen the leadership and management skills of those members of staff charged with ensuring good quality teaching and learning, keeping students’ progress under review, and with determining exactly how suitably challenging targets are to be met. Improve the overall level of students’ attendance.

Achievement and standards Grade: 4

Standards across the school have been exceptionally low for some years. Students enter the school with lower than average attainment, particularly in their literacy skills. Most, including those with learning difficulties and/or disabilities, make insufficient progress as they move through the school so that overall achievement is inadequate.

Targets for 2008 have not been met in virtually all respects. Following a downward trend for two years, the school’s results in the national end of Year 9 tests in 2008 showed a slight improvement but are still exceptionally low. GCSE results have been low for a number of years and fell further in 2008. In 2007, only a fifth of students

Inspection report: Hillcrest School , 8–9 October 2008 6 of 13 attained five or more GCSE grades A* to C including English and mathematics. The unvalidated figure for 2008 is 16%. The rates of students’ progress have been declining in recent years. Compared with other subjects they took in 2007, students did relatively well in drama, art and design, physical education and sport, dance and in the double science course.

The school recognises that weaknesses in students’ literacy skills impede learning and progress in many subjects. Work on improving literacy for some students in Years 7 and 8 with the lowest attainment is having a positive impact. Poor writing skills are often visible in students’ work in all years. The work of many higher attaining students and some others shows care over presentation but in too many books this is not the case.

Personal development and well-being Grade: 3

Students’ personal development and well-being are satisfactory overall. However, whilst some students enjoy school, show positive attitudes to learning and aspire to do well, many students do not show all of these attributes.

Relationships between staff and students, and between the students themselves, are generally positive. Students’ behaviour is satisfactory and can be exemplary, as demonstrated in two calmly convened and moving assemblies on wealth and poverty for students in the lower and upper parts of the school, where the speakers held students’ total attention. Behaviour around the school is generally orderly. Students make a satisfactory contribution to the community, in raising funds for local and national charities for example. Students’ understanding of the importance of healthy lifestyles is good and reflected best in the significant numbers that choose to participate in the school’s after-school sports clubs and activities. Students say that they feel safe and report that the recently introduced behaviour policy is having a positive impact. However, pockets of disruption remain, usually related to weaker teaching. On occasion, students are lethargic and show little interest or pride in their work. Low standards in English and mathematics mean that students are not all properly prepared for their next steps in education, work or training.

Attendance is below average and lower than at the time of the last inspection. It is currently 87%, which is well below the national average and lower than the local authority target of 90%. Fixed-term exclusions have been falling, although the new behaviour policy has led to a recent slight increase.

Quality of provision

Teaching and learning Grade: 4

Teaching and learning are not having a sufficiently strong impact on eliminating underachievement. Whilst some lessons are good, more of them are satisfactory and an unacceptable proportion of lessons are inadequate. This picture is less positive than that reported in the last inspection.

Inspection report: Hillcrest School , 8–9 October 2008 7 of 13

Where teaching approaches, tasks or materials are stimulating, often incorporating practical work, students forge ahead in their learning because they are motivated and strive to succeed. Such examples were seen in science, Spanish and drama. Expectations of students’ work, in terms of both quantity and quality, are often too low. Sometimes teachers take too little account of what students already know, activities are dull, or the demands of keeping classroom order limit the range of teaching techniques used. Such shortcomings were seen predominantly in Years 7 and 8 but also elsewhere. They result in students’ lack of interest, progress and enjoyment.

The quality of marking varies considerably. Some books are marked in a way that helps students to understand fully the standard of their work, how it relates to individual expectations, and how it might be improved further. Too many exercise books are unmarked or merely ticked so that students have little idea of what they have achieved and what to do next. Written work of poor quality, such as that seen in some English and science books, is too readily accepted. The strategies adopted in recent years to improve students’ literacy skills have not generally borne fruit; the school recognises this and improvements are planned.

Curriculum and other activities Grade: 3

The curriculum meets requirements and has been extended since the last inspection to tailor it more closely to the needs of different groups of students, such as those with learning difficulties and/or disabilities. The increased provision of vocational courses and work-related learning for older students enables them to choose courses that more often meet their aspirations. This provision includes partnerships with the local post-16 colleges. A new programme in Year 7 for students to develop their study skills is another positive innovation, as are the many interventions to support learning in Year 11. Much of this work is at an early stage and has not yet resulted in raised standards.

Provision for ICT has been enhanced and students’ skills in ICT are gradually improving. A current focus on improving students’ capacity to learn through linking assemblies to work in tutor periods is not effective for all students as the time in tutor groups is not used consistently well. Nevertheless, provision for students’ spiritual, moral, social and cultural development is satisfactory overall. Extra- curricular activities place an emphasis on sport and are well attended; the programme meets wider interests as it is based on an audit of students’ views. As part of its work as a specialist language college with an International School award, the many visits from overseas students and other activities help to broaden students’ understanding of global citizenship. Overall, however, specialist status has not had a demonstrable impact on students’ achievements.

Care, guidance and support Grade: 4

There are some positive features about the care and support students receive, including good induction arrangements, and through the work of learning support assistants, for example, in helping students with learning difficulties and/or disabilities to maintain their concentration. Child protection procedures are robust.

Inspection report: Hillcrest School , 8–9 October 2008 8 of 13

The recently introduced system for promoting good behaviour is beginning to show the desired impact and is generally applied consistently by staff. However, some younger students in particular are testing the new system and not always showing the required regard for the cautions teachers give. The school has introduced some good systems for encouraging students’ attendance but attendance rates are still well below average. Whilst the school has good procedures for compiling information about students’ attainments, the data are not yet being used to full effect in all parts of the school. For example, some teachers are not sufficiently aware of students’ prior learning and this limits the extent to which they can plan appropriately challenging work. Students speak of doing the same work again when teachers change.

Targets are set for students, and are known by them, but not reviewed or referred to enough. Overall, academic guidance to students is inadequate.

Leadership and management Grade: 4

Building or rebuilding the school’s capacity to improve is a key task for governors, the headteacher and executive leader, senior staff, and indeed all staff. Targets for students’ attainment have not been used well to improve performance and have not been achieved. The strategic improvement partner together with the new headteacher are leading work focused on a stringent school improvement agenda, based on a sound evaluation of the school’s current strengths and weaknesses. This agenda for improvement is challenging in view of students’ inadequate progress over a number of years, shortcomings in the quality of a significant minority of lessons, and weaknesses in some aspects of leadership and management. The impact of work started is not yet showing in raised standards or achievement in all year groups.

In spite of the fact that the school has had a series of headteachers or acting headteachers in recent years and experienced the discontinuities that this has brought, staff at the school are buoyant and want to see the school flourish and play a part in its full restoration. Whilst some effective leaders and managers exist, not all have the necessary and well-developed skills to boost students’ progress. Subject leadership is weak in places. In some cases, the statements about exactly how achievement is to be raised in a subject are far from clear. The remits and effectiveness of the ‘Raising of Achievement’ coordinators have yet to be fully developed. Vacancies or long-term absences exist in a few key management roles.

The executive leader, headteacher and senior staff are very aware of where the skill or staff shortages are, and plans exist to rectify these. The strategic improvement partner is harnessing the expertise of teachers and leaders from other schools, in the federation and beyond, to provide intensive support, leading and contributing to professional development activities. Much remains to be done before the school’s own capacity to improve can be judged as adequate.

Governors keep the school closely under review and have an accurate understanding of its effectiveness. They have taken decisive action when required. Statutory policies are in place and being enacted but governors have not reported to parents in all

Inspection report: Hillcrest School , 8–9 October 2008 9 of 13 cases on their impact as required. In view of the weaknesses in educational outcomes, the school cannot be said to be providing value for money.

Inspection report: Hillcrest School , 8–9 October 2008 10 of 13

Inspection report: Hillcrest School , 8–9 October 2008 11 of 13

Annex A Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 School satisfactory, and grade 4 inadequate. Overall

Overall effectiveness How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of 4 learners? Effective steps have been taken to promote improvement since the No last inspection How well does the school work in partnership with others to promote 3 learners’ well-being? The capacity to make any necessary improvements 4

Achievement and standards How well do learners achieve? 4 The standards 1 reached by learners 4 How well learners make progress, taking account of any significant variations 4 between groups of learners How well learners with learning difficulties and/or disabilities make progress 4

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

Inspection report: Hillcrest School , 8–9 October 2008 12 of 13

Personal development and well-being How good are the overall personal development and well-being of the 3 learners? The extent of learners’ spiritual, moral, social and cultural development 3 The extent to which learners adopt healthy lifestyles 2 The extent to which learners adopt safe practices 3 How well learners enjoy their education 4 The attendance of learners 4 The behaviour of learners 3 The extent to which learners make a positive contribution to the community 3 How well learners develop workplace and other skills that will contribute to 4 their future economic well-being

The quality of provision How effective are teaching and learning in meeting the full range of 4 learners’ needs? How well do the curriculum and other activities meet the range of 3 needs and interests of learners? How well are learners cared for, guided and supported? 4

Leadership and management How effective are leadership and management in raising 4 achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading 4 to improvement and promote high quality of care and education How effectively leaders and managers use challenging targets to raise 4 Standards The effectiveness of the school’s self-evaluation 3 How well equality of opportunity is promoted and discrimination eliminated 3 How well does the school contribute to community cohesion? 3 How effectively and efficiently resources, including staff, are deployed to 4 achieve value for money The extent to which governors and other supervisory boards discharge their 3 responsibilities Do procedures for safeguarding learners meet current government Yes requirements? Does this school require special measures? Yes Does this school require a notice to improve? No

Inspection report: Hillcrest School , 8–9 October 2008 13 of 13

Annex B

10 October 2008

Dear Students

Inspection of Hillcrest School, Hastings TN35 5DN

Thank you for your welcome and help when inspectors visited your school recently. We valued our conversations with you. I write to tell you about our findings.

You told us that whilst most lessons are conducted smoothly and enable you to learn, others are disrupted, lack interest or include tasks that are not at the right level. We agree with you. Some of you reach the academic standards of which you are capable, but many of you do not. The school should be helping you to make faster progress and results should be higher. Inspectors could see that the new headteacher and other senior staff have begun to make adjustments for this to happen. There is still a lot to do and the school needs help to do it so we have placed the school in special measures. This means that inspectors will come back regularly, starting next spring, to see what has improved.

Most of you are well behaved and want to learn. The new system for encouraging good behaviour is working for most students. You have a well developed understanding of how to lead healthy lives, you know how to stay safe, and how to contribute to the local and wider community, through charity work for example. You rightly praise the school for some of the good extra-curricular activities it provides and for the personal help you receive from teachers and other staff when you need it. We saw good marking of your books in places, but elsewhere there was not enough comment about your success or how you can move forward.

Your school is working with two other schools in the Hastings area to boost students’ progress. The work is focused on the right things. We have listed four main areas that need to be improved. These are:

academic standards should be raised in all years lessons should all contain suitably challenging work that interests you, and teachers should give you more feedback on your work further leadership and management training should be provided for some staff so that they ensure you get good educational provision and make good progress attendance should be improved.

You can help to improve the school and your achievements by making sure that you miss as few school days as possible, telling teachers if the work is too hard or too easy, and by working well at all times. We wish you all the very best for the future.

Yours sincerely Wiola Hola Her Majesty’s Inspector

St Mary's School Inspection report

Unique Reference Number 114681 Local Authority East Sussex Inspection number 326053 Inspection dates 13-14 January 2008 Reporting inspector Anne Duffy HMI

This inspection of the school was carried out under section 5 of the Education Act 2005.

Boarding provision St Mary's School Social care URN 50392 Social care inspector Angela Gunning and Liz Daniels

The inspection of social care was carried out under the Care Standards Act 2000.

Type of school Special School category Community special Age range of pupils 9-16 Gender of pupils Boys Number on roll School (total) 48 Appropriate authority The governing body Chair Margaret Southworth Headteacher Frank Stanford Date of previous school inspection 6 July 2006 Date of previous childcare inspection 10 October 2007 School address Horam Heathfield East Sussex TN21 0BT Telephone number 01435 812278 Fax number 01435 813019

Age group 9–16 Inspection date(s) 13–14 January 2009 Inspection number 326053

Introduction

The inspection was carried out by one of Her Majesty’s Inspectors and two social care inspectors.

Description of the school

St Mary’s School is part of a federation with another school in the local authority. Originally designated to meet the needs of students with moderate learning difficulties, this changed in September 2007 to behaviour, emotional and social difficulties. It is able to admit boys from ages 9 to 16 although at the time of the inspection there were no students aged 9 to 10 (Year 6). The school has flexible boarding provision for up to 20 places. All students attending the school have statements of special educational needs. A small minority are looked-after children. The proportion of students eligible for free school meals is above the national average. The population is predominantly White British. The proportion of students from minority ethnic groups is significantly lower than average as is the proportion for whom English is not a first language.

The school gained the Healthy Schools Award in 2005. The school was also awarded Sportsmark in 2008 and Activemark in January 2009. It has successfully gained Financial Management Standards in Schools accreditation.

Key for inspection grades

Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

Inspection report: St Mary's School, 13–14 January 2009 4 of 14

Overall effectiveness of the school Grade: 3

St Mary’s has undergone significant changes since its last inspection. The school, which now forms part of a federation, is satisfactory and improving. Much has been achieved in the past year, and the early impact of this can be seen in rising standards by the end of Year 11. Progress is as yet more variable lower down the school.

The decision to bring the school into a federation with an outstanding provider has brought about a change of ethos that has impacted positively upon the behaviour, personal development and well-being of students. Students have reacted well to this and attendance has improved significantly so that it is now good. They make a strong contribution to the school and local community, and have a good understanding of how to keep healthy. One parent’s view, ‘I am happy for my son to come to this school because he is safe, secure and respected’, is echoed by a member of staff describing the improvement in staff morale: ‘We feel safe, secure and supported.’

Overall, students make satisfactory progress during their time at the school. Almost all students enter school at a level that is significantly lower than their chronological age, and some have learning difficulties and/or disabilities in addition to their social, emotional and behavioural needs. As a result, they reach standards that are well below those found nationally. A key factor in the drive to raise standards and achievement is a curriculum that is well tailored to meet the needs of the students. This has had significant impact upon the numbers entering employment, further education or training. The new tracking system is now well used to identify the progress of individuals. As yet, whole-school analysis of progress is not sufficient to fine-tune development planning.

Teaching and learning are satisfactory. The school has introduced a robust system for monitoring the quality of teaching and learning and has taken, and continues to take, effective action to improve teaching as a whole. Relationships between students and staff are extremely positive, contributing to students’ good enjoyment of lessons. The school’s focus on emotional and behavioural development ensures that behaviour around the school is generally satisfactory. Students are increasingly responsive to encouragement to ‘be in the right place, at the right time, doing the right thing’. Students and parents alike value the level of care shown by the school and the opportunities that boarding offers to gain and extend independent skills. Appropriate systems are now in place for staff to set targets and monitor progress, and the use of these is showing an early impact on standards. However , some care targets are too general and some academic targets for students in Key Stage 3 do not clearly identify what they need to learn next. In addition, information provided to parents about their child’s academic progress is not sufficient. Care, guidance and support are satisfactory overall.

Although many initiatives are too new to have had their full impact, the executive headteacher and head of school provide clear direction and manage the school well, effectively supported by increasingly strong senior and middle management and the governing body for the federation. Through a period of rapid change, the school has

Inspection report: St Mary's School, 13–14 January 2009 5 of 14 gained an increasingly accurate awareness of its strengths and areas for development and has demonstrated good capacity to improve further.

Effectiveness of boarding provision Grade: 3

The residential provision at St Mary’s School is satisfactory and all the key National Minimum Standards are met. The school has been proactive in addressing most of the shortfalls that were identified during the previous inspection in October 2007. As a result, physical interventions are now recorded appropriately and the young people feel that their behaviour is managed fairly by staff. The complaints and anti-bullying procedures are now effective and the school council has become a helpful forum that ensures the young people feel listened to. A more consistent and robust system to monitor which young people are staying overnight has been implemented. A Statement of Purpose has been developed and improvements made to the outdoor lighting. Progress is being made in care planning, external monitoring and the availability of an independent visitor for the young people.

The young people enjoy a healthy balanced diet. There is good liaison with healthcare professionals to support the staff in meeting the young people's healthcare needs. First aid is well managed. Healthcare plans have been introduced, although these do not outline the specific care required to meet the young people's health needs or the health monitoring required by staff. The arrangements in place for the young people to receive medical treatment when residing at the school are unclear. Medication procedures are in place, although these are currently not adequately monitored or robust. However, staff are proactively developing new medication procedures.

There are proper procedures in place so that information about the young people is handled confidentially and their privacy is respected. The young people are aware of the complaints procedure; they feel able to raise their concerns and are confident that they will be listened to. They are also helped with their emotional and behavioural development through good behaviour management strategies. Physical interventions are recorded appropriately, although the record is not always signed by a senior staff member to demonstrate that each incident is being monitored. Appropriate recruitment procedures are in place and good child protection, anti- bullying and unauthorised absence procedures also ensure the young people are safeguarded. Positive steps are taken to manage health, safety and security; however, fire safety procedures are not robust, for example not all care staff have had fire safety training and fire drills have not been undertaken within the residential provision since its refurbishment.

The promotion of equality and diversity is good. All the young people are given individual support from staff who know them well. Excellent mechanisms are in place to support the young people; the staff access specialist external services when required, including advocacy. The school is embracing a 24-hour curriculum whereby the care staff support each young person's individual learning needs and encourage their personal, social and educational development. One parent explained that their son ‘really enjoys staying overnight at the school’ and considers that ‘he is learning more than he ever has’.

Inspection report: St Mary's School, 13–14 January 2009 6 of 14

There are good procedures to ensure young people are admitted and leave in a sensitive and planned manner. Each young person has a care plan, which reflects the targets they are working towards, and in some cases gives the details of the steps needed to achieve them. However, the progress the young people are making is not clearly recorded. There are many opportunities for the young people to express their views and their opinions are valued by staff. All of the young people are flexi- boarders and stay at the school for part of the week and whilst boarding, there are good contact arrangements with family and friends. The contact and communication between care staff and parents about the young people's progress is good. One young person’s representative said, ‘Communication is excellent; the people here take us very seriously and feedback a lot about what is happening.’

The refurbishment of the residential provision used for the younger pupils is excellent. The house which is situated within the school grounds provides good accommodation and offers the young people the opportunity to develop independent living skills.

The Statement of Purpose is now in place and adequate information is given to the children and their relatives about the services and facilities provided. However, it does not contain the correct information regarding the inspectorate of the residential provision. Staffing arrangements are satisfactory and training opportunities are available, although the required percentage of care staff are not yet trained in the National Vocational Qualification (NVQ) at Level 3. There are good quality assurance processes in place and the governing body plays an active role in supporting the school’s leadership. However, their termly monitoring of the residential provision is not yet fully in place, although steps are being taken to meet this standard.

What the school should do to improve further Ensure that the new processes for setting targets make a clear and measurable difference to the progress that all students make.

Ensure that full use is made of a comprehensive tracking system so that it supports detailed analysis of the progress made over time by groups of students and fully informs future planning.

Improve the quality of reports to parents so that they contain a concise description of progress made, targets set and what their child knows, understands and can do.

Ensure all young people have a healthcare plan that outlines their specific healthcare needs, the health monitoring required of staff and the arrangements for medical treatment whilst they reside at the school (National Minimum Standard 14).

Implement a robust system for the storage, administration, disposal and recording of medication (National Minimum Standard 14).

Inspection report: St Mary's School, 13–14 January 2009 7 of 14

Ensure the record of physical interventions is signed by a senior staff member to demonstrate that each incident is being monitored (National Minimum Standard 10).

Ensure the staff and young people know the emergency evacuation procedures, including those for use at night in the event of a fire and confirm that they have regularly practised such evacuation through organised fire drills (National Minimum Standard 26).

Ensure all staff have had fire training as recommended by the local fire authority during their inspection of the school in October 2008 (National Minimum Standard 26).

Ensure individual progress is monitored in relation to each young person’s care plan (National Minimum Standard 17).

Undertake a termly monitoring visit of the residential provision and complete a written report on the conduct of the school (National Minimum Standard 33).

Update the Statement of Purpose to reflect the change of inspectorate from the National Care Standard Commission to Ofsted (National Minimum Standard 1 and National Minimum Standard 4).

Ensure 80% of care staff are trained in the National Vocational Qualification (NVQ) at Level 3 (National Minimum Standard 31).

Achievement and standards Grade: 3

Students enter the school at various stages in their school career and attainment on entry is exceptionally low. Students are working from below National Curriculum Level 1 to GCSE level and progress varies between individuals. This is due, to some extent, to target-setting and tracking of progress that was inconsistent across subject areas in the last academic year. There has been a rise in standards over the last two years although almost all students remain below national expectations because of their learning difficulties and/or disabilities. The school has made a good start in addressing the needs of students whom it has identified as gifted and talented, as well as those who are exceptionally vulnerable. Behaviour targets, now linked appropriately with targets for learning, ensure that the good progress made in the areas of social and emotional development increasingly improves achievement.

Taking into account the ability of the students when they joined the school, progress overall is satisfactory and for the most recent school leavers it was good. In 2008 the vast majority gained at least one A* to G pass at GCSE, a small minority at least one A* to C grade, and one student achieved 5 A* to C grades including English and mathematics. Predicted grades for students due to gain external accreditation at the

Inspection report: St Mary's School, 13–14 January 2009 8 of 14 end of Year 11 are in place and available data indicate that these are realistic with students on track to achieve them. Mainstream links and college placements help older students gain a broad range of accreditation and in some cases contribute significantly to good progress being made.

Progress made by students in Years 7 to 9 is the most variable, due in part to students’ previous school experiences. In some cases progress is good, notably where the school’s focus on improving attitudes to learning has had the greatest impact. For a few students progress is less secure. This is generally where academic targets are not sufficiently well matched to their abilities, or where social and emotional difficulties interfere too much with learning.

Personal development and well-being Grade: 2

Students speak positively about changes and developments in the school, especially with regard to behaviour, and say that they feel safer from physical or verbal abuse as a result. Student ‘voice’ is used effectively and linked well to citizenship. School council members are proud of the role they play and the changes that they have influenced, such as in the choice of school uniform. The school has been responsive to suggestions that have been influential in improving students’ behaviour. For example, the use of withdrawal within the classroom area rather than leaving the class was introduced following a request from the students.

Relationships are very good between students and staff, and students enjoy both school and boarding. Their cultural, moral and spiritual development is good and enhanced by interesting and reflective assemblies and tutor times. Students make full use of the range of sporting opportunities available both within and outside school. They have responded well to the sex education modules they have received and demonstrate that they understand the risks associated with smoking or drug misuse, how to lead healthy lifestyles and how to keep themselves safe. Through many work-related opportunities, students develop social and information technology skills that will support them when they leave school. They respond well to behaviour expectations so that they are often good ambassadors for the school within the local and wider community.

Quality of provision

Teaching and learning Grade: 3

Although teaching is variable, there is some good and outstanding teaching and the proportion of this is increasing. This is because of the school’s focus on teaching and learning as a priority area for the school. Students behave at their best where teachers use a variety of techniques to improve and support learning. The best lessons are well planned because teachers know the students well and the work matches the full range of abilities so that all make good progress. In these lessons there is a variety of well thought out activities which match different learning styles and include opportunities for practical activity. The best teaching engages the

Inspection report: St Mary's School, 13–14 January 2009 9 of 14 students well and their learning is carefully monitored through active questioning and good assessment of students’ work.

Where learning is less secure, teachers allow the behaviour of one or two students to distract others or, in an effort to minimise this, play a more controlling role than is necessary. Nevertheless, students increasingly remain in class, supported well by teaching assistants. They understand the importance of their individual behavioural targets, such as beginning work straight away, and are motivated to gain the reward points that accompany their successful achievement.

Curriculum and other activities Grade: 2

Although the establishment of some subjects, such as music and a modern foreign language, is relatively recent, the curriculum meets all statutory requirements and responds flexibly to the needs of all the students. There is an appropriate balance of subjects within a wide range of experiences, well tailored to the school population. The curriculum is further extended by out-of-school opportunities that include the offer of boarding provision in response to individual need. The school has prepared well for making provision at a primary level and although there are currently no students in Year 6, students in Years 7 and 8 benefit from the primary curriculum now also on offer for them. The introduction of a speech and language programme for students in Years 7 to 9 is having demonstrable, although early, impact upon students’ speaking, listening and literacy skills. Provision for a curriculum personalised according to older students’ needs, interests and ambitions, is a strength of the school. It has had a very positive effect both upon the standards reached by the latest cohort of school leavers and on the high numbers who now go on to further education, employment and training. This reflects the school’s strong commitment to equality of opportunity for the increasingly diverse needs of its learners.

The curriculum is enhanced further through a wide range of enrichment activities. Students are clearly enthused by the opportunities now available for them to take part in musical as well as sporting activities. They respond well to opportunities to learn about other faiths and cultures and particularly enjoyed the Thanksgiving dinner that was held last term.

Care, guidance and support Grade: 3

The school provides good levels of pastoral care and adequate levels of academic guidance. Staff know the students well and are increasingly committed to raising their achievements but the quality of feedback to students and their parents about their academic progress is inconsistent. For example, marking does not always provide guidance on how students can improve their work and reports to parents do not provide sufficient information about how their child is progressing.

Inspection report: St Mary's School, 13–14 January 2009 10 of 14

Pastoral care is good for vulnerable students and those at risk of exclusion. There are effective systems in place to provide support for students whose engagement in their education shows signs of slipping. As result, the previously high levels of exclusion have reduced considerably. Appropriate training in child protection and safeguarding procedures has taken place for all staff. Good links with outside agencies, including the Child and Adolescent Mental Health Service CAMHS and the school’s police liaison officer, mean that there is a wide range of support available for students and their families. Students receive much helpful guidance about the options available to them for their future.

Leadership and management Grade: 2

Since the last inspection, changes made to the leadership and management of the school have included the appointment of an experienced executive headteacher and a head of school. School leaders are now setting a clear direction for improvement and creating a common sense of purpose amongst a dedicated and professional staff. A very large majority of parents express satisfaction with the school and how it is led and managed, and the school contributes well to community cohesion.

The introduction of rigorous monitoring, coupled with well focused professional development, shows that the school is effectively addressing the need for more consistent practice in teaching. The school has benefited from the opportunity to plan and use resources as part of the federation. This ensures that resources are deployed effectively and has particularly supported the professional development of all staff within the school and across the federation. The positive ethos of the school is reflected in its effective administration as well as in the well kept and welcoming environment. Safeguarding arrangements fulfil statutory obligations.

Realistic self-evaluation has helped the school to address identified areas for development well. The very real impact is already evident in the curriculum, in improvement in behaviour and attendance, in reducing exclusions and in the improved standards reached by school leavers. Appropriately accurate and challenging targets have been introduced and school leaders now have a clear understanding of how well individual students are progressing. Data are not yet being used fully to monitor progress and drive forward improvement at a wider level.

The school’s focus on raising its profile and that of the federation within the community has been very effective. The governing body is very supportive of the school. It has recently been reorganised to reflect the needs of the federation and has worked well with the leadership team and with other partners to steer the school effectively through a significant period of change and development. Its skilled and experienced members are able to provide a very appropriate level of challenge. As the executive headteacher rightly states, ‘They clearly know the school’s strengths and weaknesses and provide wise counsel and critical friendship.’

Inspection report: St Mary's School, 13–14 January 2009 11 of 14

Annex A Inspection judgements

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 School satisfactory, and grade 4 inadequate. Overall

Overall effectiveness How effective, efficient and inclusive is the provision of education, integrated care and any extended services in meeting the needs of 3 learners? Effective steps have been taken to promote improvement since the Yes last inspection How well does the school work in partnership with others to promote 2 learners’ well-being? The effectiveness of boarding provision 3 The capacity to make any necessary improvements 2

Achievement and standards How well do learners achieve? 3 The standards 1 reached by learners 4 How well learners make progress, taking account of any significant variations 3 between groups of learners How well learners with learning difficulties and/or disabilities make progress 3

Personal development and well-being How good are the overall personal development and well-being of the 2 learners? The extent of learners’ spiritual, moral, social and cultural development 2 The extent to which learners adopt healthy lifestyles 2 The extent to which learners adopt safe practices 3 How well learners enjoy their education 2 The attendance of learners 2 The behaviour of learners 3 The extent to which learners make a positive contribution to the community 2 How well learners develop workplace and other skills that will contribute to 2 their future economic well-being

1 Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.

Inspection report: St Mary's School, 13–14 January 2009 13 of 14

Leadership and management How effective are leadership and management in raising 2 achievement and supporting all learners? How effectively leaders and managers at all levels set clear direction leading 2 to improvement and promote high quality of care and education How effectively leaders and managers use challenging targets to raise 3 standards The effectiveness of the school’s self-evaluation 2 How well equality of opportunity is promoted and discrimination eliminated 2 How well does the school contribute to community cohesion? 2 How effectively and efficiently resources, including staff, are deployed to 2 achieve value for money The extent to which governors and other supervisory boards discharge their 2 responsibilities Do procedures for safeguarding learners meet current government Yes requirements? Does this school require special measures? No Does this school require a notice to improve? No

Inspection report: St Mary's School, 13–14 January 2009 14 of 14

Annex B

14 January 2009

Dear Students

Inspection of St Mary’s School, Horam TN21 0BT

Thank you very much for welcoming us to your school. We really enjoyed our visit, and it was good to meet so many of you. I am writing this letter to tell you what we found.

We think your school, including the boarding, is satisfactory, with a number of things that are good. Lots of you told us that you enjoy school and we could see that you have good relationships with the staff. We could also see that many of you have improved your behaviour and this has helped you to learn more. We think that there is a good range of things for you to study and to do inside and outside school.

Your headteacher and the staff have many ideas about how the school can get better. We have asked them to:

set you all clearer academic targets

use the information they have from tracking your progress to help you and the school to improve further make sure that your parents or those who look after you know how well you are doing, what you have learnt and what you will be aiming for next.

We have asked the care staff to:

make sure that they meet all the rules which mean that you are safe and well looked after.

I hope that you will all try your best and do well in the future.

Yours faithfully

Anne Duffy HMI

APPENDIX 2

DIOCESE INSPECTION REPORTS

Primary Schools

All Saints & St Richards CE Primary School Crowhurst CE Primary School Five Ashes CE Primary School Framfield CE Primary School Mountfield & Whatlington CE Primary Sedlescombe CE Primary School St Mary the Virgin St Michael’s CE Primary School

Diocese of Chichester

Statutory Inspection of Anglican Schools

Second Inspection Report

Name of school: All Saints' and St Richard's CE Primary School

Address: School Hill Old Heathfield, East Sussex TN21 9AE

Name of inspector: Hilary Ferries

NS inspector’s number: 276

Date of inspection: 24 October 2008

The inspection of denominational education and collective worship in the school was carried out in accordance with Section 48 of the Education Act 2005. Information about the school

Type of school: Primary

Unique reference number: 114554

Status: Voluntary Aided

Number on roll: 119

Age range of pupils: 4 - 11

Gender of pupils: Mixed

LEA: East Sussex

Name of chair of governors: Margaret Coleman

Name of headteacher: Caroline Harvey

Date of previous inspection: November 2005

Description of the school All Saints’ and St Richard’s is a small primary school in the village of Old Heathfield. Pupils travel from local villages and towns to attend the school. The vast majority of pupils are of white British origin. The headteacher has been in post for a year and the deputy headteacher since September 2008. The school is linked to two churches. One church has just had a new incumbent, the other is still without a clergy member.

Key for inspection grades

1 Outstanding 2 Good 3 Satisfactory 4 Inadequate

All Saints' and St Richard's CE Primary School: SIAS Inspection Report 2 Summary judgement The distinctiveness and effectiveness of All Saints’ and St Richard’s CE Primary School as a Church of England school are good. Christian values are driving school life and there are very strong relationships with a real sense of a school family. Governors and senior leaders work very well in partnership and are committed to developing the school as a Church school. They see Collective Worship and prayer as making a very important contribution to this and have made significant developments in these areas.

Established strengths  The clear Christian vision of the governing body and leadership team which is communicated to all members of the school community  The headteacher’s Christian leadership that has developed the school as a Church school  Relationships in the school, based on Christian values  The growing importance of the place of prayer

Focus for development  RE subject leader to support the Higher Level Teaching Assistant (HLTA) in the delivery of the Religious Education (RE) curriculum to ensure high quality teaching and learning  Establish more accurate and meaningful marking and assessment of RE  Make good links with the newly appointed clergy member  Increase the learners’ understanding of the multicultural nature of modern Britain

All Saints' and St Richard's CE Primary School: SIAS Inspection Report 3 How well does the school, through its distinctive Christian character, meet the needs of all its learners? All Saints’ and St Richard’s CE Primary School is good at meeting the needs of all its learners. Christian values run through the policies reviewed recently and are part of everyday life of the school. Every child is special and valued and staff are sensitive to the different needs of pupils. Relationships in the school are strong and there is a real sense of a Christian school family. Pupils interviewed like the fact that this is a small school and feel that they know each other well and care for each other, for example through the Year 6 buddy scheme. They value the rewards and celebrations such as “special mentions” and “good citizens” and the wide range of clubs available to them. Opportunities for spiritual, moral and social development are good. The use of reflection time gives the pupils opportunities to think about big and puzzling questions and their own lives and concerns. Learners interviewed were clear about their school as a Church school and what it meant to them. Behaviour is good because there is a clear behaviour policy, based on Christian values, displayed in every room and explained clearly by pupils interviewed. Pupils enjoy the different responsibilities they have, including being play leaders where they can teach younger children games and promote positive playground behaviour. The school raises money for a wide range of charities and there is a positive, enthusiastic school council. Opportunities for cultural development are now built into the planning for all subjects, an issue identified in the last inspection. Not all learners were aware that there are people of different faiths in the UK too, but all believed it is important to respect all people from all faiths. Grade: 2

What is the impact of Collective Worship on the school community? The impact of Collective Worship on the school community is good. There is a clear weekly pattern for worship and a range of themes which reflect the school and church year and use some of the Social and Emotional Aspects of Learning themes which link worship to Personal Social and Health Education. Collective Worship is very well planned and a wide range of resources used to make it interesting and accessible for the learners. The headteacher has introduced more pupil participation over the year and these are the worship sessions the pupils remember and talk about with enthusiasm. Learners have not been consulted formally about worship, but pupils interviewed said how much they enjoy opportunities to participate. They see worship as an important part of their school day where they can ‘say thank you to God’ and ‘learn more about Jesus’. Several talk about it as a learning opportunity: ‘We can learn in assembly as well as in class’. The chair of governors monitors Collective Worship and feeds back to the headteacher and governing body. The importance of prayer has been developed over the year and is seen as a key part of school life. There is prayer box for pupils to offer their prayers and some of these are read out in Collective Worship. Each class says prayers at lunchtime and at the end of the day. The two churches have been without clergy members, but the school has invited a retired clergy member to lead worship on a regular basis. Learners value his worship sessions and he is keen to maintain links with the school. The school attends both churches during the year and there are very good links with the Parochial Church Councils (PCC) of both churches. Grade: 2

All Saints' and St Richard's CE Primary School: SIAS Inspection Report 4 How effective is Religious Education? The effectiveness of RE is satisfactory. The school has reviewed the scheme of work, identified as an issue in the last inspection, and it is well balanced between Christianity and other faiths. The two year cycle ensures all learners have a breadth of experience in RE during their time at the school. RE is taught to all classes by a very enthusiastic and knowledgeable HLTA, under the leadership of the new deputy headteacher. Planning includes opportunities for both learning about and learning from religion. All learners have been given dedicated RE books this year to support the focus on RE as a special subject. Work is of a good standard but much of the marking addresses literacy rather than the RE. This, together with little obvious differentiation in written work, means that progress in RE cannot yet be measured effectively. The lesson observed used creative opportunities to engage the learners and they enjoyed these activities and spoke enthusiastically about their work. Most learners could link their activities to the learning objective, but not all learners were clear about the purpose of these. Learners interviewed across the school talk positively about RE. They enjoy the creative approach, talk confidently about the work they have done in previous lessons and have a good understanding of the subject. The school’s assessment records indicate that standards are in line with other subjects, although the senior leadership team believe that they may be better than this and there is clear progression across the school. The new RE subject leader (the deputy headteacher) has already identified issues for development and review. These include assessment (an issue from the last inspection which has not been fully addressed) and differentiation in RE. Grade: 3

How effective are the leadership and management of the school as a Church school? The leadership and management of the school as a Church school are good. The headteacher, who has been in post for a year, is very committed to developing the school as a Church school. Parents are positive about this. One said that the headteacher had ‘directed her time and efforts into improving the backbone of the school and this has clearly made a large impact’. She is well supported by the new deputy head, who started in September. Together with the governors, they have a clear Christian vision for the school. The Chair of Governors is a regular visitor to the school; she provides challenge and support and shares a passion for this village school. She has been instrumental in gaining the services of a clergy member who has come regularly to school to lead worship. The governing body are effective critical friends. They have formed an Ethos Committee and have begun to evaluate the school as a Church school. Members have observed Collective Worship and RE lessons to enable them to contribute effectively to this group. There are close links with both churches and members of the two churches are on the governing body. The school is looking forward to making good links with the new clergy member who has just arrived. Work from the school is displayed in the churches. The school also has close links with the village and takes part in celebrations and events. Grade: 2

The school meets the statutory requirement for Collective Worship Yes The school meets the statutory requirement for Religious Education Yes

All Saints' and St Richard's CE Primary School: SIAS Inspection Report 5 Diocese of Chichester

Judgement Recording Form

Name of school: All Saints' and St Richard's CE Primary School Date of inspection: 24 October 2008 NS Inspector’s number: 276 Status: Voluntary Aided Number on roll: 119 Type of school: Primary

Rating 1-4

How well does the school, through its distinctive Christian 2 character, meet the needs of all its learners?

What is the impact of Collective Worship on the school 2 community?

How effective is Religious Education? 3

How effective are the leadership and management of the school as 2 a Church school?

The school meets the statutory requirement for Collective Worship Yes

The school meets the statutory requirement for Religious Yes Education

All Saints' and St Richard's CE Primary School: SIAS Inspection Report 6 Diocese of Chichester

Statutory Inspection of Anglican Schools

Inspection Report

Name of school: Crowhurst CE Primary School

Address: Forewood Lane Crowhurst East Sussex TN33 9AJ

Name of inspector: Richard Saunders

NS inspector’s number: 175

Date of inspection: 9 & 17 December 2008

The inspection of denominational education and collective worship in the school was carried out in accordance with Section 48 of the Education Act 2005. Information about the school

Type of school: Primary

Unique reference number: 114497

Status: Voluntary Controlled

Number on roll: 107

Age range of pupils: 4-11

Gender of pupils: Mixed

LEA: East Sussex

Name of chair of governors: Michael Stewart

Name of headteacher: Andrew Jervis

Date of previous inspection: 21-23 March 2005

Description of the school Crowhurst School is a rural, four-class school, situated in the centre of the village, opposite the parish church of St George. The school dates from 1843 and over the years has been updated, but still has two demountable classrooms and uses the village hall for Collective Worship. Pupils represent a range of socio-economic backgrounds, with over a third of the pupils living in Crowhurst. The school has gained a number of awards including Basic Skills Quality Mark and Healthy School status. The present headteacher has been in post for eighteen months.

Key for inspection grades

1 Outstanding 2 Good 3 Satisfactory 4 Inadequate

Crowhurst CE Primary School: SIAS Inspection Report 2 Summary judgement The effectiveness and distinctiveness of Crowhurst as a Church of England school are good. Christian beliefs and values are evident in the care, very positive relationships and behaviour of the pupils. The staff help pupils to feel valued and special. Pupils enjoy and feel happy in school. Parents/carers support all the school does and stands for. The opportunities for the pupils’ development in Spiritual, Moral, Social and Cultural (SMSC) education are good overall. The impact of Collective Worship is good and makes a significant contribution to the spiritual experiences of the pupils. The school has a very strong relationship with St George’s Church and the local community. The school is well led by the headteacher, who is very committed to deepening and extending the school’s Christian ethos. T he governors, staff and parents/carers work well together to create the caring, nurturing Christian family that is Crowhurst School.

Established strengths  the distinctive character of the school, underpinned by its strong Christian beliefs and values, which contributes significantly to its life and work  the good relationships and behaviour of the pupils, guided by the staff as positive role models, which adds value to the school’s distinctiveness and effectiveness as a Church school  the quality of Collective Worship, and the importance the school places on weekly church attendance which contributes significantly to the pupils’ spiritual development  the Christian commitment and positive leadership of the headteacher, supported by the governors, staff and parents/carers

Focus for development  to amplify and strengthen the Vision Statement and Aims to give greater emphasis to and proclaim the Christian distinctiveness of the school as a Church school  the governors to develop the evaluation of the impact on pupils of the Christian ethos, Collective Worship and Religious Education (RE)  to add an evaluation element to the established record of Collective Worship to assess the pupils’ spiritual experiences

Crowhurst CE Primary School: SIAS Inspection Report 3 How well does the school, through its distinctive Christian character, meet the needs of all its learners? The school, through its distinctive Christian character, is good at meeting the needs of all its pupils. The Christian beliefs and values are clearly evident in the very good attitudes, behaviour and care for others shown by pupils across the age groups. Pupils speak of feeling valued and special. The majority feel happy and enjoy school: ‘school is fun’; ‘we are treated fairly’. The school council promotes pupils’ views and aspirations well. Pupils have very good relationships with and respect for their teachers. The strong Christian character of the school is promoted well by the staff as positive role models and is reflected in their care of the pupils and awareness of individual needs. Parents/carers are very supportive of the school, speaking appreciatively of ‘the family ethos’; ‘the teachers’ listen’. The SMSC education policy is excellent. It is clearly promoted through the school’s Christian ethos and, as a consequence, the pupils’ development is good overall. Spiritual development is encouraged through the choice of worship themes, weekly church assemblies and ‘reflective corners’ in classrooms where pupils can ‘consider God in the midst of a busy day’. Pupils speak of moral and social issues being discussed in class ‘circle time’, helping them to understand ‘life’ and ‘feelings’. Opportunities for cultural development are effective in making pupils aware of different cultures through links with schools in Africa and charitable giving. The school plans to establish a relationship with an urban school to enhance the pupils’ understanding of religious and ethnic diversity in our country today. Grade: 2

What is the impact of Collective Worship on the school community? The impact of Collective Worship on the school community is good. It is recognisably and consistently Christian and contributes significantly to the pupils’ spiritual development. Acts of worship are well planned by the headteacher and the rector. Themes incorporate Bible stories, festivals, moral and social issues through pupils’ participation in mime, singing, reading, prayer and reflection. Pupils express enjoyment of worship: ‘its fun’ and ‘I enjoy the Bible stories’. The school, regrettably, does not currently have its own hall, so assemblies are held in the village hall, with a weekly assembly in St George’s Church led by the rector. The use of the church for regular worship has a very positive impact on the pupils’ spiritual experiences. Festival services are held in the church to which parents/carers are invited. Year 6 pupils benefit from attendance at a Diocesan Leavers’ Service by experiencing communal worship with their peers from other church schools. The staff make good use of the clear advice in the excellent Collective Worship policy in leading assemblies, which assists in developing pupils’ spiritual experiences. During the inspection the two acts of worship observed on ‘Advent’ and ‘St Boniface’ were good. Pupils were able to participate in a variety of ways in which fun and learning about our faith were key elements. Spirituality, interwoven with Christian teaching, symbolism and emotion, ensured attentive behaviour and empathy by the pupils. The procession of a cross, candles and a Bible to the altar by pupils at the beginning of the church assembly demonstrates Anglican symbolism to them. The daily record of worship lacks a clear evaluation element, which prevents worship leaders from effectively assessing the impact of worship on pupils’ spiritual experiences. The school plans to enable pupils to comment on Collective Worship by using the school council as a ‘pupil voice’. Grade: 2

Crowhurst CE Primary School: SIAS Inspection Report 4 How effective are the leadership and management of the school as a Church school? The effectiveness of the leadership and management of the school as a Church school is good. The headteacher is very committed, provides good leadership and clearly promotes the Christian ethos of the school. In this endeavour he is well supported by the governors, staff and parents/carers. New parents have the opportunity to meet the foundation governors prior to their child starting school. They are invited to attend a church assembly once their child has started school. This positive partnership between home and school is further strengthened by the opportunities provided by an annual governors’ questionnaire seeking parents/carers views, including issues on faith. The governors monitoring of the school’s Christian ethos, Collective Worship and RE is embedded. Plans are in hand to develop the evaluation element to better assess the impact on pupils’ spiritual development and sustain the school’s Christian character through regular observations and reporting. The prospectus is well written. However, the school is aware that the Christian Vision Statement and Aims require amplification and strengthening in its documentation to proclaim what is clearly evident in the day-today life of a Church school. The school’s self-evaluation, using the National Society’s framework, is in place and is used to assist governor and staff training and to progress the School Improvement Plan. The school has a very strong relationship with St George’s Church by holding a weekly assembly there and using it to extend teaching and learning in various curricular subjects. A display area in the church, featuring pupils’ work, informs the congregation and enriches the relationship between church and school. The newly appointed rector maintains a caring oversight of the school. In order to emphasise further the strong link with St George’s Church the school has in mind the creation of a symbol of the patron saint in its development plans. The school has positive links with the village community, extending its Christian outreach by participating in village events. Members of the local community are invited to school presentations and to share experiences of their lives and interests, which enriches teaching and learning in the school. Grade: 2

The school meets the statutory requirement for Collective Worship Yes

Crowhurst CE Primary School: SIAS Inspection Report 5 Diocese of Chichester

Judgement Recording Form

Name of school: Crowhurst CE Primary School Date of inspection: 9 & 17 December 2008 NS Inspector’s number: 175 Status: Voluntary Controlled Number on roll: 107 Type of school: Primary

Rating 1-4

How well does the school, through its distinctive Christian 2 character, meet the needs of all its learners?

What is the impact of Collective Worship on the school 2 community?

How effective are the leadership and management of the school as 2 a Church school?

The school meets the statutory requirement for Collective Worship Yes

Crowhurst CE Primary School: SIAS Inspection Report 6 Diocese of Chichester

Statutory Inspection of Anglican Schools

Inspection Report

Name of school: Five Ashes CE Primary School

Address: Five Ashes, Nr. Mayfield East Sussex TN20 6HY

Name of inspector: David Haddow

NS inspector’s number: 472

Date of inspection: 12 & 14 November 2008

The inspection of denominational education and collective worship in the school was carried out in accordance with Section 48 of the Education Act 2005. Information about the school

Type of school: Primary

Unique reference number: 114526

Status: Voluntary Controlled

Number on roll: 44

Age range of pupils: 4 - 11

Gender of pupils: Mixed

LEA: East Sussex

Name of chair of governors: Penny Kemp

Name of headteacher: Paul Wickens

Date of previous inspection: June 2004

Description of the school Five Ashes Church of England Primary School is a small rural school, situated in the village of Five Ashes next to the main road to Mayfield in East Sussex. The original school was built in the 1870’s and since then has had several additions and improvements made to the accommodation. The most recent of these is a ‘conser- vatory style’ classroom addition and a small covered play area.The pupils are in the main from white British families. Half of the pupils are from the village of Five Ashes and the rest are from the surrounding area.

Key for inspection grades

1 Outstanding 2 Good 3 Satisfactory 4 Inadequate

Five Ashes CE Primary School: SIAS Inspection Report 2 Summary judgement The distinctiveness and effectiveness of the school as a Church of England School is good. The Headteacher and the school have a strong commitment to the care, support and development of every child. The pupils feel valued, cared for and happy and their parents support this view. Christian beliefs and values are evident in the life and work of the school. These are made clear in the vision statement and aims. The leadership of the Headteacher, the commitment of staff and the support of governors and parents contribute to the success of Five Ashes as a Church school. The established links with the parish and district church and the work of the Foundation governors helps to promote the Christian dimension of the school’s life and enhance the worship activities.

Established strengths  The pastoral provision in a caring and nurturing atmosphere  Good community links  Support for pupils and families in difficulties  The visual demonstration of the Christian nature of the school

Focus for development  To identify opportunities to extend pupil involvement in the prayer life of the school by collecting their own prayers to create a resource for future use and a legacy for those who leave  To make the current evaluation of collective worship impact on future practice by asking respondents for ideas for development  To implement class assemblies as planned, to allow acts of worship to focus on issues pertinent to those pupils

Five Ashes CE Primary School: SIAS Inspection Report 3 How well does the school, through its distinctive Christian character, meet the needs of all its learners? The school, through its distinctive Christian character, is good at meeting the needs of all its learners. The Headteacher has put Christian values at the heart of the school. They are made explicit in the school’s aims and vision. That this is a Church school is evident from its sign, a picture of Jesus in mosaic at the entrance to the school and a striking stained glass window which acts as a focal point for collective worship. The school prayer is displayed in classrooms and used in acts of worship. The Christian faith underpins the care and concern which the staff show for the well being of their pupils. The pupils, as a result, feel cared for, valued and supported. Children had friends across all year groups and at playtimes older children looked out for younger ones. They could not remember an incident of bullying. The school has a ‘buddy’ system which has run for several weeks but is now proving to be superfluous as the children just naturally support each other without the need for a formal system. The two parents interviewed stated that their children ‘blossomed’ in this caring environment. One parent said he ‘did not appreciate what being in a church school meant until his children came to Five Ashes, this school lives it’. Parents valued the termly ‘Tea and Chat’ sessions held after school to give opportunities for information sharing and informal progress reports. Pupils and parents recognised that they belonged to a church school where Christian values are taught through assemblies and PSHE, and where those values are evident in the relationships and work of the school. Grade: 2

What is the impact of Collective Worship on the school community? The impact of collective worship on the school community is good. The well considered policy for Collective Worship makes clear links to the vision and aims of the school and outlines the thoughts and processes behind the daily delivery of acts of worship. Assemblies use pupil participation and also celebrate pupil achievement. Prayers are used at assemblies and said in class before the children go to lunch. Worship themes are identified for each term and assemblies are central to the school day. There is a planned approach to celebrating the major Christian festivals, marked by services in the local church which is within walking distance of the school and is used as a resource as well as a place of worship. A good feature of Collective Worship is that it is evaluated by pupils and staff at set points in the year. This evaluation could be more robust and have greater impact if it had a ‘next steps’ approach which enabled respondents to give ideas for further development. Pupils recognised that they could learn from assemblies. One girl in her evaluation noted that assemblies showed ‘the little children how to act’. The children were positive about Collective Worship and were looking forward to the Advent assemblies which involved them in opening packages from the calendar. The school wishes to establish regular class assemblies to make elements of worship pertinent to specific age groups. The children I spoke with supported this idea. The two acts of worship observed took place in the school hall, which is large enough to enable the whole school to worship together. Assemblies are well led by the Headteacher, members of staff and the Foundation governors and follow the Anglican structure. Those observed were good, with planned interactive activities involving the children in reading psalms, acting and singing and in reflecting on decision making in their own lives. Hymn singing formed part of the worship and all the children joined in. Time for reflection was respectfully quiet. At a time for prayer the pupils were able to recite the Lord’s Prayer. A good feature of the assemblies was the level of staff attendance and participation which highlighted the importance given to worship. Grade: 2

Five Ashes CE Primary School: SIAS Inspection Report 4 How effective are the leadership and management of the school as a Church school? The effectiveness of the leadership and management of the school as a Church school is good. The school’s Vision Statement and Aims are reflected in other policies such as those for Collective Worship and SMSC. The Headteacher and staff are committed to the church school ‘ethos’ of which parents spoke so positively. The Headteacher, staff and governors have worked together on the ‘Self Evaluation Toolkit’ which has proved a useful tool in leading church school developments forward. For example, professional development opportunities for staff have been identified which could then be addressed by the Diocese. The symbols, and some of the displays around the school, proclaim that this is a Christian school. There was some effective art work on display based on the elements of the Eucharist. The vicar is supportive of the school and recognises its ‘committed and imaginative’ approach to worship. He is a regular visitor to the school and enables the major Christian festivals to be celebrated in church. The other Foundation governor enhances the school’s good provision for Collective Worship by leading assemblies and teaching hymns and songs. The well established links with the charitable organisation ‘Fegans’ provides support for parenting. The school supports charities at home and across the world and fulfils its aim to help pupils become ‘good stewards of the environment’ by implementing recycling initiatives, visiting the recycling centre, allowing the children to plant and grow vegetables in their link with the local Horticultural Society. The Headteacher ensures that the children are cared for and valued. He fosters good relationships across the school and has developed very good systems for pupils to voice their opinions and present their ideas to him. Grade: 2

The school meets the statutory requirement for Collective Worship Yes

Five Ashes CE Primary School: SIAS Inspection Report 5 Diocese of Chichester

Judgement Recording Form

Name of school: Five Ashes CE Primary School Date of inspection: 12 & 14 November 2008 NS Inspector’s number: 472 Status: Voluntary Controlled Number on roll: 44 Type of school: Primary

Rating 1-4

How well does the school, through its distinctive Christian 2 character, meet the needs of all its learners?

What is the impact of Collective Worship on the school 2 community?

How effective are the leadership and management of the school as 2 a Church school?

The school meets the statutory requirement for Collective Worship Yes

Five Ashes CE Primary School: SIAS Inspection Report 6 Diocese of Chichester

Statutory Inspection of Anglican Schools

Inspection Report

Name of school: Framfield CE Primary School

Address: The Street Framfield Uckfield TN22 5NR

Name of inspector: Anne Hanney

NS inspector’s number: 452

Date of inspection: 15-17 October 2008

The inspection of denominational education and collective worship in the school was carried out in accordance with Section 48 of the Education Act 2005. Information about the school

Type of school: Primary

Unique reference number: 114550

Status: Voluntary Aided

Number on roll: 84

Age range of pupils: 4-11

Gender of pupils: Mixed

LEA: East Sussex

Name of chair of governors: Tim Hills

Name of headteacher: Janet Wilde

Date of previous inspection: October 2004

Description of the school Framfield CE Aided Primary is a small school serving mainly the local village. Some pupils come from surrounding villages and the nearby town. Three of the classes have mixed ages, covering two year groups. A new extension, near to completion, will provide more teaching and administration facilities. The school uses the village hall next door as a dinning hall and to accommodate some acts of worship. Very few children are from ethnic minority groups. Awards gained by the school include Activemark, Bishop’s Commendation, Dyslexia Friendly School and Healthy Schools.

Key for inspection grades

1 Outstanding 2 Good 3 Satisfactory 4 Inadequate

Framfield CE Primary School: SIAS Inspection Report 2 Summary judgement The distinctiveness and effectiveness of Framfield as a Church of England school are outstanding. Pupils, staff and governors can articulate clearly the Christian values they follow, based on the example set by Jesus. These values are in evidence through the strong relationships built up between all members of the school community and demonstrated in the trust and care they have for one another. Children display high levels of empathetic skills fostered through very well planned opportunities to promote their Social, Moral, Spiritual and Cultural (SMSC) development. The outstanding leadership of the headteacher and Religious Education (RE) co-ordinator, very well supported by the governors, staff and whole community, has contributed very significantly to Framfield’s success as a Church school.

Established strengths  The strong impact of its Christian ethos upon the school community of this Church school  The shared vision of the headteacher, staff and governors in leading the school very effectively as a Church school  The high quality of teaching and assessment in RE which impacts very positively on very good pupil progress and attainment.  Pupils’ confidence in contributing to and leading Collective worship

Focus for development  Develop across the school the practice of marking in RE that is specific to the subject.  Develop a range of methods to formally monitor and evaluate Collective Worship and ensure that pupil voice informs the process.

Framfield CE Primary School: SIAS Inspection Report 3 How well does the school, through its distinctive Christian character, meet the needs of all its learners? The school, through its distinctive Christian character, is outstanding at meeting the needs of all its learners. Christian values pervade the life of the school and pupils demonstrate that they feel safe to discuss them. Behaviour is exemplary. Pupils feel valued and know that their views are respected. This is evident in their contributions to sharing assemblies, school council discussions and work as buddies. Within a circle time observed, pupils showed an exceptional level of trust in one another and in the staff. Their listening skills, compassion and ability to suggest solutions are very well developed. A display in the entrance sets a Christian context for focus on the value of courage. Displays elsewhere in the school support its Christian ethos and celebrate the unique nature of each child. When asked what they most liked about Framfield, school council members expressed agreement with the child who said “everything”. All have pride in their school and confidence that it is a good place in which to learn. They enjoy playtimes, can explain the procedures for a child to seek help and say that the staff respond quickly to solve problems. Work as set out in the Bishop’s Commendation has been sustained as effective practice in the school. A very well established culture of reflection supports children’s high level of development in SMSC. Grade: 1

What is the impact of Collective Worship on the school community? The impact of Collective Worship on the school community is good. It occupies a central place in school life and underpins its Christian character. All teachers attend Collective Worship and in turn are responsible for leading it. Acts of worship are well planned and involve active participation of pupils. The Christian values promoted in worship and the Anglican foundation are clearly evident when talking to learners. They enthusiastically articulate its importance and show pride in their involvement. The harvest service in church was led by learners in each class. Power points, prayers and a class poem had been created by the pupils. Drama sketches demonstrated the children’s ability to empathise with people of other cultures such as those trading in Sierra Leone. Expectations in music are high and add to the overall quality of Collective Worship. The playing by the flautists and singing by the whole school was good. A whole school sharing assembly emphasised the unique quality of each Year 5 and 6 pupil. Through raps, reports, power points and prayers they demonstrated how they had overcome fears in outdoor pursuits during their stay at Bowles. Many parents attend these occasions and are very supportive. The content of Collective Worship matches the needs of a wide age group. Whilst a number of the songs reflect the needs of younger children, so older ones are challenged to write their own hymns for the school. Themes shared in worship are followed through into different aspects of school life. This month’s value ‘Courage’ was promoted in Class 4 RE within their ‘letters from Saint Paul’ and role play about Elijah. Class 2 discussed the character of the young boy, David, in confronting Goliath. Elsewhere in circle time pupils considered what it means to be ‘courageous’. The vicar plans worship themes with the headteacher and leads Collective Worship in school fortnightly. Last year, during an interregnum, foundation governors sustained these strong links by providing members from the church to lead school worship. Monitoring and evaluation of the themes and the relevance of resources used in worship has taken place. However, there is insufficient formal monitoring and evaluation of worship. Grade: 2

Framfield CE Primary School: SIAS Inspection Report 4 How effective is Religious Education? The effectiveness of RE is outstanding. It has significant impact on the very good development of pupils in SMSC. They can understand and learn in this subject because they are enabled to feel. RE is alive for them and they are enthusiastically engaged in paired discussion, class debate and role play. Year 5 and 6 pupils, whilst expressing concern over the plight of individuals in Old Testament stories, were nevertheless convinced that God would care for them. They responded well to the challenge of creating a programme ‘Elijah this is your life’ to share with younger children. They have confidence to both answer and pose questions in relation to their learning. Their motivation is strong and they volunteer to take work home to continue. Through a range of teaching strategies and in particular the use of drama, staff enable all children to make well above average progress in RE. The leadership of the co-ordinator is outstanding. RE is considered as a core subject, is allocated appropriate time, is well resourced and impacts positively upon other areas of the curriculum. The portfolio of evidence for the Bishop’s Commendation provides explicit examples for monitoring spiritual development and progress in RE. These are used to sustain good practice throughout the school. Individual pupil assessments and feedback are carried out effectively through observations in class. Work in children’s books demonstrates very good attainment. In a few instances, marking concentrated more on grammar and presentation of work whilst it should be more specific to RE Grade: 1

How effective are the leadership and management of the school as a Church school? The effectiveness of the leadership and management of the school as a Church school is outstanding. The headteacher promotes the vision ‘Learning for Life’ and articulates it within the Christian ethos of the school which recognises Jesus as the example to follow. Learners speak positively about the school as a Church school and the community shares this vision and articulates it clearly. Staff and governors are very effective in promoting the core status of the school’s distinctive Christian character. This results in the school being very inclusive. Effective pastoral and spiritual links exist between St Thomas à Beckett Church and Framfield School and there is a high level of involvement in its school by the local community. Children visit the church regularly to attend services and also to use it as a resource for learning. They recall finding out about the history of the village from information on headstones and feeling ‘good not scared’. There is a clear function carried out by the foundation governors. They are well informed critical friends in encouraging and challenging developments in their Church school. Self review of Framfield as a church school and strategic planning for its development is a collaborative approach between representative governors and staff. This ensures a whole school approach to sustaining and developing Framfield as a Church school. Grade: 1

The school meets the statutory requirement for Collective Worship Yes The school meets the statutory requirement for Religious Education Yes

Framfield CE Primary School: SIAS Inspection Report 5 Diocese of Chichester

Judgement Recording Form

Name of school: Framfield CE Primary School Date of inspection: 15-17 October 2008 NS Inspector’s number: 452

Status: Voluntary Aided Number on roll: 84 Type of school: Primary

Rating 1-4

How well does the school, through its distinctive Christian 1 character, meet the needs of all its learners?

What is the impact of Collective Worship on the school 2 community?

How effective is Religious Education? 1

How effective are the leadership and management of the school as 1 a Church school?

The school meets the statutory requirement for Collective Worship Yes

The school meets the statutory requirement for Religious Yes Education

Framfield CE Primary School: SIAS Inspection Report 6 Diocese of Chichester

Statutory Inspection of Anglican Schools

Inspection Report

Name of school: Mountfield & Whatlington CE Primary School

Address: Vinehall Road Mountfield Robertsbridge East Sussex TN32 5JN

Name of inspector: Wendy Bray

NS inspector’s number: 512

Date of inspection: 10 & 11 November 2008

The inspection of denominational education and collective worship in the school was carried out in accordance with Section 48 of the Education Act 2005. Information about the school

Type of school: Primary

Unique reference number: 114513

Status: Voluntary Controlled

Number on roll: 63

Age range of pupils: 4-11

Gender of pupils: Mixed

LEA: East Sussex

Name of chair of governors: Valerie Bennett

Name of headteacher: Joe Hellett

Date of previous inspection: November 2004

Description of the school Mountfield and Whatlington CE Primary School is a mixed age four-class primary school situated between the two villages. The children are drawn from the two villages and also from the surrounding areas of Battle and Robertsbridge. The pupils are mainly of white British origin with a very small number from a mixed race background. The social and economic backgrounds of the pupils vary widely due to the very large catchment area. The school holds the Healthy Schools Silver Award and the Active Mark.

Key for inspection grades

1 Outstanding 2 Good 3 Satisfactory 4 Inadequate

Mountfield & Whatlington CE Primary School: SIAS Inspection Report 2 Summary judgement The distinctiveness and effectiveness of Mountfield and Whatlington as a Church of England school are good. The good leadership of the headteacher, supported by a cohesive staff and caring governing body, ensures that all pupils, whatever their background or ability, feel happy, safe and cared for. The staff know pupils well and provide for their individual needs, so creating a nurturing Christian family. Collective Worship is important in the daily life of the school and it makes a good contribution to the Spiritual, Moral, Social and Cultural (SMSC) development of pupils. The good links with the local churches bear witness to all that the Christian faith is an important part of the ethos of the school.

Established strengths  the good provision for the pupils’ Spiritual, Moral and Social development  the strong Christian ethos of the school in which all pupils are nurtured and highly valued  the good links between the local churches and the school

Focus for development  to use rigorous self-evaluation as a tool for the measurement of the school’s effectiveness as a Church school, involving all stakeholders  to introduce an effective system for the monitoring and evaluation of Collective Worship  to celebrate the Christian foundation of the school more explicitly through the school aims

Mountfield & Whatlington CE Primary School: SIAS Inspection Report 3 How well does the school, through its distinctive Christian character, meet the needs of all its learners? The school, through its distinctive Christian character, is good at meeting the needs of all its learners. This is reflected in the good relationships throughout the school. Pupils are happy and secure in school. They speak of enjoying their school, especially its ‘small friendly atmosphere’, and their approachable headteacher who ‘is always there to sort things out’. Pupils’ attitudes and behaviour are good. Any problems are dealt with quickly and fairly by the staff, who provide good role models. The value of the individual child is evident in the daily life of the school and contributes positively to the development of each child as a successful learner. A parent said that the school was particularly good at meeting individual needs by providing ‘individualized programmes for them’. Opportunities for the Spiritual, Moral and Social development of pupils are good. The school’s community challenge project on recycling reflects the pupils’ clear sense of personal responsibility for conserving the environment. Their appearance on the BBC show Points of View to discuss the suitability of the soap Eastenders demonstrates their good understanding of Christian moral values and social responsibility. The school has close links with the Mustard Seed School, Namagunga in Uganda, raising money to support it as well as exchanging letters. This Christian outreach develops pupils’ sense of global citizenship and an empathy with the wider world. There is good provision for spiritual development through reflection in acts of worship, 'circle times', and the provision of the Forest Education for the younger pupils. Grade: 2

What is the impact of Collective Worship on the school community? The impact of Collective Worship on the school community is good. The daily act of worship occupies an important place in the life of the school. The headteacher and the senior teacher effectively plan the themes for the acts of worship, which are linked to the Church’s Year and then extended to include other Christian themes. The form of worship used encourages willing participation and a positive response from all those present. A good variety of strategies, involving pupil participation, are used in the delivery of the acts of worship. The use of drama is particularly popular with the pupils. Notable strengths of the acts of worship observed were the opportunities for pupils to reflect on their week's worship on being a good friend and the importance of forgiveness as well as their ability to recite the Lord’s Prayer. There are productive links with the local parish churches of Mountfield and Whatlington. Whatlington Parish Council recently funded a coach to enable pupils to visit the local parish church of St Mary Magdelene and the school holds its annual Christingle service in the church. At the present time there are no formal structures in place to monitor the effectiveness of Collective Worship and these would inevitably help the school to make the worship more meaningful and increase its impact. Grade: 2

Mountfield & Whatlington CE Primary School: SIAS Inspection Report 4 How effective are the leadership and management of the school as a Church school? The effectiveness of the leadership and management of the school, as a Church school, is satisfactory. The headteacher is a committed school leader who articulates a vision for the school that makes reference to Christian values. Visual symbols of its church school status include a stained glass cross presented by the churches of Mountfield and Whatlington in the foyer and wooden crosses displayed in the headteacher’s office and the school hall. The school’s mission statement on prominent display clearly indicates the Christian nature of the school though this could figure more explicitly in the school’s aims and in its policies. However, the school’s leaders and governing body have limited processes in place for self-evaluation as a Church school. Although the headteacher’s role in promoting the Christian ethos of the school is recognised and respected, all stakeholders need to be involved in the self-evaluation of the school as a Church school by utilising the Diocesan self-evaluation toolkit. In addition, members of the school community need to develop a clearer and more strategic view about church school improvement which is based on evidence from effective self-evaluation. Procedures for evaluating and monitoring its effectiveness as a Church school therefore need to be developed. There is good parental support for the school and parents speak in particular about the caring ethos, the welcoming nature of the school and the personal qualities of the headteacher. Links with the local parish churches have led to some families from school attending special services such as the pet service and the festival of light. Although pupils and their parents are consulted well over their views about the school, they are not questioned about the impact of the school’s status as a Church school. Grade: 3

The school meets the statutory requirement for Collective Worship Yes

Mountfield & Whatlington CE Primary School: SIAS Inspection Report 5 Diocese of Chichester

Judgement Recording Form

Name of school: Mountfield & Whatlington CE Primary School Date of inspection: 10 & 11 November 2008 NS Inspector’s number: 512 Status: Voluntary Controlled Number on roll: 63 Type of school: Primary

Rating 1-4

How well does the school, through its distinctive Christian 2 character, meet the needs of all its learners?

What is the impact of Collective Worship on the school 2 community?

How effective are the leadership and management of the school as 3 a Church school?

The school meets the statutory requirement for Collective Worship Yes

Mountfield & Whatlington CE Primary School: SIAS Inspection Report 6 Diocese of Chichester

Statutory Inspection of Anglican Schools

Second Inspection Report

Name of school: Sedlescombe CE Primary School

Address: Brede Lane Sedlescombe Battle East Sussex TN33 ORQ

Name of inspector: Richard White

NS inspector’s number: 609

Date of inspection: 5 December 2008

The inspection of denominational education and collective worship in the school was carried out in accordance with Section 48 of the Education Act 2005. Information about the school

Type of school: Primary

Unique reference number: 114522

Status: Voluntary Controlled

Number on roll: 189

Age range of pupils: 4-11

Gender of pupils: Mixed

LEA: East Sussex

Name of chair of governors: Mr Richard Maidment

Name of headteacher: Mrs Marian Ham

Date of previous inspection: May 2006

Description of the school Sedlescombe CE Primary School is a popular, growing school at the heart of the village of Sedlescombe with 50% of the pupils attending from the village and 50% from the surrounding area and as far away as Hastings. The school has a higher than average number of SEN children and the vast majority are of White British origin. The school has recently opened a new mobile classroom to provide extra accommodation for the increased numbers. The school currently has achieved the Healthy Schools Awards, Artsmark and Active Mark.

Key for inspection grades 1 Outstanding 2 Good 3 Satisfactory 4 Inadequate

Sedlescombe CE Primary School: SIAS Inspection Report 2 Summary judgement

The distinctiveness and effectiveness of Sedlescombe as a Church of England school are good. As the school motto correctly states “Every Child Matters” and this can be seen in all aspects of the school. The head and staff are passionate about the care of the children and providing them with a secure, attractive and Christian based environment in which to learn. The Christian ethos is evident in all aspects of the school environment and worship and prayer form an important and integral part of school life. The school is very well respected in the community and has the full support of the parents and church, who see the school as a ‘shining light in the village’. The children are very proud of their school and take advantage of all it offers. They care for each other and display a true sense of togetherness.

Established strengths  A clear Christian vision that is driven by the outstanding leadership of the headteacher and is celebrated by all stakeholders  A happy and caring school that values and develops all children as individuals  A learning environment that celebrates all aspects of good work and demonstrates the Christian vision and values

Focus for development  To develop the role of the foundation governors and enable them to be more strategic and evaluative in the school’s development  To provide opportunities for children and staff to evaluate Collective Worship  To develop further the input and impact of local clergy

Sedlescombe CE Primary School: SIAS Inspection Report 3 How well does the school, through its distinctive Christian character, meet the needs of all its learners? The school, through its distinctive Christian character, is outstanding at meeting the needs of all its learners. The school embeds Christian values in all it does and this is clearly seen in its impact on the care and development of the pupils. The children enjoy being at school, the challenges of their work and the way that all the staff know them and value them as individuals. A year 6 child said ‘We enjoy our school and have nothing to worry about as the staff will always help us and solve our problems.’ This is testament to the high level of pastoral care and the way the pupils are involved in their learning and the improvements of the school. The behaviour seen was very good and pupils have opportunities to solve their own problems through peer mediation, help others though a buddy system and tackle bullying through a worry box. The school council are a powerful body who use their budget wisely to target the needs of the school. Projects on recycling have been started with great enthusiasm and contribute to the pupils caring for their world and doing their part to protect it. The staff place great emphasis on meeting the individual needs of the children and creating an exciting, challenging and personal-ised curriculum that allows pupils to develop independence and learning at their own pace and level and reflects the strong commitment of all to upholding Christian values and teachings. Every opportunity is taken to share the school’s Christian character in the environment and the atmosphere it creates. All classrooms have dedicated Religious Education (RE) focus points, displays highlight the school’s vision and celebrate Christian values and the outside space has been well developed to extend the pupils’ learning. Work shown is colourful and vibrant and much effort is made to value the work and reinforce the children’s learning through it. The parents and community are united in their support for the school and speak very highly of its warm and welcoming approach and the way it nurtures the children in the school. As one said ‘The school feels like one big happy family.’ The community values the school in the village and much is done by the school to extend itself into the local neighbourhood. This demonstrates the school’s determin-ation to promote Christian values in the community and further strengthens the children’s own personal development both in and out of school. Grade: 1

What is the impact of Collective Worship on the school community? The impact of Collective Worship on the school community is good. Worship follows a Christian theme set by the headteacher. She is deeply committed to continue the spiritual growth of the school and makes every effort to see Collective Worship as an integral and valued part of daily school life. As a result, the children have good opportunities for singing, praying and reflection in worship and treat the time together as important and special. The Year 6 celebration assembly observed was well supported by the parents and all staff and gave the children an opportunity to share what they had learned in a thoughtful and informative way. Excellent provision was made for children with Special Needs by the use of a makaton system and a visual timetable; the children were very attentive and clearly enjoyed the whole experience. Worship is greatly enhanced by good singing, the use of a variety of instruments and a talented school choir who have represented the school in festivals. This high quality singing is also shared in the outside community and the parents are rightly proud of the choir. The school at present lacks a comprehensive method of monitoring and evaluating the acts of worship; developing this would provide further opportunities for pupil voice and a chance for staff to further appraise the effectiveness of the worship time together. Foundation governors are aware they need to be more strategic in relation to Collective Worship and more evaluative of its impact on the pupils. The new incumbent has already made a positive impact on school worship by his weekly visit and is keen to further link the sessions to the Church’s year and verses from the scriptures. Grade: 2

Sedlescombe CE Primary School: SIAS Inspection Report 4 How effective are the leadership and management of the school as a Church school? The effectiveness of the leadership and management of the school, as a Church school, is good. The outstanding headteacher has a clear vision for the school and, with the staff, is united in her desire to move the school forward with the support of the new incumbent and a new deputy head. The headteacher is very proactive in her leadership and has the unanimous praise of all the stakeholders. As one parent said “She is always available and will stop what she is doing and take time to solve my problem.” The staff particularly value her caring nature and openness; she is very successful in uniting the school community as one. The governing body are very supportive of the school and the senior leadership and take their role of ‘critical friend’ seriously. The Foundation Governors are aware of their need to be more strategic and evaluative; they are in a good position to move the school forward as a church school. Parents and pupils are all clear in their understanding of the Church school status and share with the school the desire for the children to learn Christian values. An annual questionnaire allows parents to give their views and opinions on the school and this could be further developed to include aspects of the Christian character and ethos. The school makes excellent use of the local church to celebrate all the major festivals and reinforce RE teaching: the New Beginnings sessions in school further attract parents and children into school and help them to have a deeper understanding of the Christian faith. Grade: 2

The school meets the statutory requirement for Collective Worship Yes

Sedlescombe CE Primary School: SIAS Inspection Report 5 Diocese of Chichester

Judgement Recording Form

Name of school: Sedlescombe CE Primary School Date of inspection: 5 December 2008 NS Inspector’s number: 609 Status: Voluntary Controlled Number on roll: 189 Type of school: Primary

Rating 1-4

How well does the school, through its distinctive Christian 1 character, meet the needs of all its learners?

What is the impact of Collective Worship on the school 2 community?

How effective are the leadership and management of the school as 2 a Church school?

The school meets the statutory requirement for Collective Worship Yes

Sedlescombe CE Primary School: SIAS Inspection Report 6 Diocese of Chichester

Statutory Inspection of Anglican Schools

Inspection Report

Name of school: St Mary the Virgin CE Primary School

Address: High Street Hartfield East Sussex TN7 4AA

Name of inspector: Hilary Ferries

NS inspector’s number: 276

Date of inspection: 25 September 2008

The inspection of denominational education and collective worship in the school was carried out in accordance with Section 48 of the Education Act 2005. Information about the school

Type of school: Primary

Unique reference number: 114553

Status: Voluntary Aided

Number on roll: 119

Age range of pupils: 4-11

Gender of pupils: Mixed

LEA: East Sussex

Name of chair of governors: Revd Paul Brice

Name of headteacher: Pam Edwards

Date of previous inspection: June 2005

Description of the school

St Mary’s is a small rural primary school in the Ashdown Forest, which serves the village of Hartfield, but also draws pupils from farther away. The vast majority of the learners are of White British origin and a few families attend the parish church. The school has the Basic Skills Quality Mark, Activemark and Artsmark Gold. Both the headteacher and deputy headteacher have taken up their posts since the last inspection: the headteacher in September 2005 and the deputy headteacher in April 2006.

Key for inspection grades

1 Outstanding 2 Good 3 Satisfactory 4 Inadequate

St Mary the Virgin CE Primary School: SIAS Inspection Report 2 Summary judgement The distinctiveness and effectiveness of St Mary the Virgin CE Primary School as a Church of England school are good. Christian values underpin and permeate everything the school does and there is a very strong Christian ethos. Collective Worship is used to promote Christian values and the Religious Education (RE) curriculum was redesigned last year to meet the needs of the learners and the aims of the school. Governors are very involved in monitoring all areas of school life.

Established strengths  The outstanding Christian ethos of the school where every child is valued and special  The commitment of the headteacher to the school as a Church school and the integration of Christian values into school life  The involvement of the governors and their role as critical friends in the development of the school as a Church school  Excellent relationships with the parish church and local community

Focus for development  Introduce assessment strategies for the new RE curriculum and improve written feedback for pupils  Restructure the Church school priorities with clear success criteria to ensure the school can evaluate progress and assess impact  Carry out the planned evaluation of Collective Worship

St Mary the Virgin CE Primary School: SIAS Inspection Report 3 How well does the school, through its distinctive Christian character, meet the needs of all its learners? The school, through its distinctive Christian character, is outstanding at meeting the needs of all its learners. Christian values lie at the heart of the school and each child is seen as unique. Reponses to pupil questionnaires show that the learners feel valued and special and are proud of their school: as one learner said, ‘If you have a problem you can go to anyone around you’. Achievement across the curriculum is recognised and celebrated and strong, positive relationships between all members of the school community contribute to the Christian ethos. Behaviour is very good in lessons and in playtimes because there are clear guidelines and high expectations, all based on a strong Christian foundation. There is a wide variety of rewards, such as ‘star of the week’, ‘golden leaves’ and the ‘graciousness shield’. There are many opportunities for spiritual development across the curriculum and this is considered by all to be a very important area of learning and is given high status. Great importance is put upon making the school an attractive and stimulating place to learn and the school environment contributes very well to spiritual development. There is high quality and wide ranging art work displayed throughout the school and the school use the environment a great deal, including the David Shepherd art completion – ‘Save the Planet’. There are Christian symbols at the entrance to the school, in the corridors and every classroom has a Religious Education (RE) or reflective display as well as a cross made of the wood of the name of the class (eg lilac).

The school supports a number of different charities including ‘Starfish Malawi’, a school in Africa where and learners organise their own stalls to raise funds. Closer to home, the school is central to the life of the village and village school and church support and participate in each others events on a regular basis: for example maypole dancing at the summer fair. These activities strengthen the learners’ sense of community and of being part of the wider world and helps them know they can make a difference. Grade: 1

What is the impact of Collective Worship on the school community? The impact of Collective Worship on the school community is good. The headteacher has used worship as a tool for developing the school as a Church school. The clear, well planned themes based on Christian values, feed into every area of school life and across the curriculum. Prayer is important to the school. There is a parent prayer group and prayers are said during the day. The school has not yet consulted learners about collective worship and this is planned for later in the term. This will enable the school to reflect on whether the use of collective worship as a tool for development has been effective and how the school can improve it further. The act of worship observed during the inspection had a clear Christian message and gave opportunities for pupils to reflect on friendship and their feelings as well as to pray for times when friendships had broken down. Learners responded enthusiastically and there were some opportunities for participation. Music makes an important contribution to the worship. The quality of singing is very good and learners talk positively about it: ‘I like singing and we like the songs a lot’. Although the Rector was unwell at the time of the inspection, it is clear that there is a very positive relationship between church and school. He leads worship every week and has held some Sunday services in school. Grade: 2

St Mary the Virgin CE Primary School: SIAS Inspection Report 4 How effective is Religious Education? The effectiveness of Religious Education is good. RE is in a state of change at the moment, but overall the evidence suggests that it is good. A great deal of care has been taken by the RE subject leader and headteacher to ensure that the new RE curriculum is relevant to the learners and the revised scheme of work is taken from a variety of sources. Teachers and learners are enjoying the new approach which contributes very well to spiritual development. They like the first hand experiences and the creative expression, such as using dance, to tell the Easter story and stories from the bible based units. The school believes that the quality of RE teaching in the school to be good and lessons observed during the inspection support this.

Work scrutiny carried out during the inspection and the RE subject leader’s records show that standards and achievement are good, but marking in several classes was focussed on literacy skills. This was based on last year’s RE and learners interviewed said that the discussions they have with their teachers about their work helps them know what to do next to improve. However, there are limited assessment procedures in place for the new syllabus which could affect teachers’ planning if not completed. Work on this has started and is an area for development, identified in the school improvement plan as a priority for this school year. Grade: 2

How effective are the leadership and management of the school as a Church school? The leadership and management of the school as a Church school are good. The headteacher lives the clear Christian vision she has for the school, supported by a strong deputy head and staff team. Since her appointment she has developed the school further as a Church school and is weaving the Christian ethos into all areas of school life. Parents are very supportive of the school and its Christian ethos and many choose it because of its church school status. The school has a growing roll and takes every opportunity to develop strong parent and community links. Parents comment positively on the warmth and approachability of the staff: ‘teachers are always ready and prepared to discuss a pupil’s progress’. Governors are very involved with the school. Each class has an attached governor who spends half a day a week in class with the dual purpose of supporting the class teacher and monitoring aspects of school life from the school improvement plan. Governors use the information gathered to inform discussion at meetings about school life and development which enables them to be real ‘critical friends’. The school improvement plan includes a focus on Church school development, although the emphasis on process rather than impact (what the school is going to do rather than what it wants to achieve), means that the school cannot measure the effect of what they are doing in these areas and evaluate their journey as a Church school. There are very strong links with the local church and community. The Parish priest is a regular visitor to the school and is a strong pastoral support to the headteacher and staff, who are looking forward to his return after illness. Grade: 2

The school meets the statutory requirement for Collective Worship Yes The school meets the statutory requirement for Religious Education Yes

St Mary the Virgin CE Primary School: SIAS Inspection Report 5 Diocese of Chichester

Judgement Recording Form

Name of school: St Mary the Virgin CE Primary School Date of inspection: 25 September 2008 NS Inspector’s number: 276 Status: Voluntary Aided Number on roll: 119 Type of school: Primary

Rating 1-4

How well does the school, through its distinctive Christian 1 character, meet the needs of all its learners?

What is the impact of Collective Worship on the school 2 community?

How effective is Religious Education? 2

How effective are the leadership and management of the school as 2 a Church school?

The school meets the statutory requirement for Collective Worship Yes

The school meets the statutory requirement for Religious Yes Education

St Mary the Virgin CE Primary School: SIAS Inspection Report 6 Diocese of Chichester

Statutory Inspection of Anglican Schools

Inspection Report

Name of school: St Michael's CE Primary School

Address: Playden Rye East Sussex TN31 7PJ

Name of inspector: Derek Bastide

NS inspector’s number: 418

Date of inspection: 8 October 2008

The inspection of denominational education and collective worship in the school was carried out in accordance with Section 48 of the Education Act 2005. Information about the school

Type of school: Primary

Unique reference number: 114520

Status: Voluntary Controlled

Number on roll: 101

Age range of pupils: 4-11

Gender of pupils: Mixed

LEA: East Sussex

Name of chair of governors: Darryl Wall

Name of headteacher: John Greenway

Date of previous inspection: May 2005

Description of the school St Michael’s Church of England Primary School is situated in a rural location about one mile to the north of Rye. About half its pupils are drawn from its traditional catchment area Playden, Iden and Rye Foreign and the remainder from Rye and other surrounding villages.

Key for inspection grades

1 Outstanding 2 Good 3 Satisfactory 4 Inadequate

St Michael's CE Primary School: SIAS Inspection Report 2 Summary judgement The distinctiveness and effectiveness of St Michael’s CE Primary School, Playden are satisfactory. Christian values underlie the work of the school and this is greatly appreciated by pupils and their parents alike. There is a strong insistence upon the need to educate the whole child and pupils feel both challenged and cherished. Parents are very supportive and there are strong links with the parish. However the school has not yet developed a consistent process of self evaluation which would allow the headteacher, staff and governors to plan strategically the school’s further development as a Church school.

Established strengths  The strength of relationships within the school  The close involvement with the parish  The excellent support from parents

Focus for development  Establish a process of self evaluation ion conjunction with the governing body and staff, for example by using the Self Evaluation Toolkit for Church Schools  Devise a formal procedure for the monitoring and evaluation of Collective Worship  Review the school’s mission statement to reflect more accurately the school’s vision

St Michael's CE Primary School: SIAS Inspection Report 3 How well does the school, through its distinctive Christian character, meet the needs of all its learners? The school, through its distinctive Christian character, is good at meeting the needs of all its learners. Underlying all its work is a firm belief in the education of the ‘whole child’. As one parent said ‘I know that SATs are important but the children need much more than that.’ The recent increased emphasis on music and sport was noted with approval. Parents see the school as a family, a united team, a happy place, kind, supported by a clear but almost invisible discipline which is accepted by all parties. The Christian values upon which the school rests are heartily supported by parents. As one said, ‘I’m not particularly religious myself but they really are the good way to lead your life’. Pupils are very happy in the school where they feel well supported by staff and have the opportunity to develop their talents. This gives them confidence. Parental satisfaction with the school is perhaps summed up most graphically by the parent who said ‘If I won the lottery, I’d still send her here!’ Relationships at all levels in the school are of a very high standard. The staff work together as a united team ‘all batting the same way’ (parent) and pupils certainly appreciate their teachers who genuinely care for them. Relationships between pupils are also very good. There are few if any instances of bullying. Younger and older children play together happily. Spiritual, moral, social and cultural development is good. There is an effective policy in place which gives wide guidelines. Spiritual development is perhaps most prominent in religious education (RE) and Collective Worship. In one RE lesson observed pupils were engaged in a discussion of the impact of various visual religious images and their own response to them. Parents think that the school has a spiritual feeling. Moral develop-ment is evidenced by the way pupils treat each other as noted above. The school, given its geographical situation, provides as much cultural awareness experience as is reasonably possible. Grade: 2

What is the impact of Collective Worship on the school community? The impact of Collective Worship on the school community is good. It clearly plays an important role in the life of the school. It is supported by a good policy which has been adapted and updated at various times. The weekly topics which are selected by the headteacher have a definite focus upon spiritual development. Acts of worship have a definite Anglican flavour. Pupils are very positive about Collective Worship. An act of worship observed during the inspection was remarkable for the quality of the atmosphere it engendered. In it pupils were closely engaged with the activities and discussion and listened intently. They prayed and reflected reverently and sang very well. All pupils interviewed enjoyed Collective Worship and saw its benefits. One said ‘It gives time to think about your life’, another ‘You learn about God and stuff’ and a third ‘It brings the whole school together just like a family’. Parents confirmed that pupils talked about Collective Worship at home and were often heard singing the hymns and songs to themselves and saying prayers. A number of the pupils themselves confirmed that prayer extended beyond the acts of worship held in school especially when they were worried or upset. The school has the practical problem in that there is no school hall. Collective Worship therefore has to take place in a classroom and this involves moving the furniture around. This is a major inconvenience for the school but it does in fact have the great advantage of creating an intimate setting which greatly enhances the quality of Collective Worship. Although acts of worship are well planned and delivered and are discussed by pupils and their teachers together the school is still working towards a formal procedure for evaluating Collective Worship. Grade: 2

St Michael's CE Primary School: SIAS Inspection Report 4 How effective are the leadership and management of the school as a Church school? The effectiveness of the leadership and management of the school as a Church school is satisfactory. The headteacher is deeply committed to the school’s role as a Church school and this can be clearly seen in, for example, the development of the practice of Collective Worship in the school and the fresh look at RE. This vision is also shared by the staff generally. However the school’s mission statement does not express this commitment adequately and would benefit from a review so as to reflect the vision more accurately. The school would also benefit from completing the Statutory Inspection of Anglican Schools (SIAS) Toolkit which should provide a comprehensive evaluation of its provision as a Church school. This would enable the headteacher, staff and governors together to plan the continuing development of the school’s role as a Church school strategically. Within this there should be an opportunity to accord to RE, which currently looks poised for further development, the place it should have in a Church school. The school’s relationship with the parish church is very strong. The parish priest leads collective worship on one day each week and traditionally is very active in the school. Important days such as Christmas, Easter and Harvest and the leavers’ service are held in church. Pupils enjoy their visits to the church. Parents like their children to have experience of worship in church and they also attend these services themselves in good numbers. Grade: 3

The school meets the statutory requirement for Collective Worship Yes

St Michael's CE Primary School: SIAS Inspection Report 5 Diocese of Chichester

Judgement Recording Form

Name of school: St Michael's CE Primary School Date of inspection: 8 October 2008 NS Inspector’s number: 418 Status: Voluntary Controlled Number on roll: 101 Type of school: Primary

Rating 1-4

How well does the school, through its distinctive Christian 2 character, meet the needs of all its learners?

What is the impact of Collective Worship on the school 2 community?

How effective are the leadership and management of the school as 3 a Church school?

The school meets the statutory requirement for Collective Worship Yes

St Michael's CE Primary School: SIAS Inspection Report 6

APPENDIX 3

OFSTED & DIOCESE INSPECTIONS Not included at Education Standards Panel 11 November 2008

Ofsted Inspections Primary Schools

Highfield Junior School Little Horsted CE Primary Parkland Junior School St John’s CE Primary School Crowborough St Philip’s Catholic Primary School White House Primary School

Diocese Inspections Primary Schools

Dallington CE Primary School All Saints CE Primary School Bexhill Bodium CE Primary School Guestling-Bradshaw CE primary School Little Horsted CE Primary School Newick CE Primary School St Andrews CE Infant School Eastbourne St John’s CE Primary School Crowborough Pevensey & Westham CE Primary School