|Name||Annecy Catholic Primary School|
|Address||Annecy Catholic Primary School, Sutton Avenue, Seaford, BN25 4LF|
|Religious Character||Roman Catholic|
|Number of Pupils||166 (47% boys 53% girls)|
|Number of Pupils per Teacher||19.4|
|Academy Sponsor||Bosco Catholic Education Trust|
|Local Authority||East Sussex|
|Percentage Free School Meals||27.7%|
|Percentage English is Not First Language||9.6%|
|Pupils with SEN Support||10.8%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
The school meets requirements on the publication of specified information on its website. The headteacher was appointed to the school in March 2017. Other members of the leadership team are also relatively new in post.
A national leader of education from a local secondary school has been supporting the school as executive headteacher since the beginning of September 2017. The school is slightly smaller than the average-sized primary school. Pupils are taught in single-aged classes.
There is one class in each year group. Most pupils are of White British heritage. An average proportion of pupils are eligible for the pupil premium, which provides additional funding for pupils known to be eligible for free school meals or in local authority care.
The proportion of pupils who have special educational needs and/or disabilities is slightly below the national average, although the proportion with education, health and care plans is slightly above national figures. The school provides a breakfast club and an after-school club, which are managed by the governing body and formed part of the inspection. The school meets the government’s floor standards, which set the minimum standards for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders, including governors, have not ensured that tracking of pupils’ progress is accurate. Consequently, leaders do not know how effective their actions to improve the school are, or how well pupils are doing. Leaders, including governors, have not made sure that additional funding for disadvantaged pupils is used successfully to speed up these pupils’ progress.
Pupils’ progress, currently and over time, is variable, particularly in writing and mathematics, and for the most able pupils. Teaching is not consistently effective. Information about what pupils know and can do is not used well to plan learning that meets different pupils’ needs.
In key stage 1, phonics teaching is not of consistently high quality. Too often, pupils spend time on activities that are too easy or too hard and so do not help them to learn. Learning across the curriculum is variable.
There are insufficient opportunities for pupils to apply their writing and mathematics skills in other subjects. Communication with parents is not always effective. Staff and parents do not always work closely together to help pupils learn.
The school has the following strengths Governors, along with the new leadership team, acted swiftly following the recent dip in pupil outcomes. A review of governance was arranged and pupil-tracking systems were reviewed. Funding provided for pupils who have special educational needs and/or disabilities is used effectively to help speed up these pupils’ progress.
Due to leaders’ successful actions, attendance is improving and the number of pupils with persistent absence is falling. Pupils behave well in lessons and around the school. Relationships are good and pupils are cared for well.
Teaching in the early years is effective. Pupils make good progress and are prepared well for Year 1. Pupils appreciate the wide range of extra-curricular opportunities.
Additional government sports funding is used effectively. Leaders provide successfully for pupils’ spiritual, moral, social and cultural development. Pupils are prepared well for life in modern Britain.