Bishop Tufnell CofE Primary School, Felpham

About Bishop Tufnell CofE Primary School, Felpham Browse Features

Bishop Tufnell CofE Primary School, Felpham

Name Bishop Tufnell CofE Primary School, Felpham
Ofsted Inspections
Address Pennyfields, Felpham, Bognor Regis, PO22 6BN
Phone Number 01243584412
Type Primary
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 507 (49.3% boys 50.7% girls)
Number of Pupils per Teacher 22.6
Local Authority West Sussex
Percentage Free School Meals 13%
Percentage English is Not First Language 3.9%
Persistent Absence 7.8%
Pupils with SEN Support 11.6%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

The school has undergone several changes in the recent past.

The most recent was the merger of the co-located Bishop Tufnell infant and junior schools to form one primary school with one headteacher as of September 2018. At its previous full inspection in March 2016, the infant school was judged to require improvement. The junior school, which was inspected in April 2017, was also found to require improvement.

In August 2017, the schools federated under one governing body, although they remained separate schools. Between August 2017 and September 2018, there were several changes in leadership and management, including the appointment of an interim headteacher. The present headteacher took up his position in September 2018 and is currently supported by an interim deputy headteacher.

This school is larger than the average-sized primary school. Most pupils are White British. There are small numbers of pupils from other ethnic backgrounds.

A very small number of pupils speak English as an additional language. The proportion of pupils who have SEN and/or disabilities is average. The proportion of pupils known to be eligible for free school meals is low.

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders and governors have not secured the improvements over time needed for the school to be judged good. The quality of teaching, learning and assessment is inconsistent over time, leading to poor outcomes for pupils. The progress of current pupils is inconsistent within year groups and across a range of different subjects.

Boys do not achieve as well as girls in any subject. This is true across all phases of the school. Pupils from disadvantaged backgrounds are not making the progress needed to catch up with other pupils.

Expectations of pupils’ behaviour and engagement in learning are not high enough. Although pupils’ behaviour and attitudes to school are improving, low-level disruption and off-task behaviour are still common and have a negative impact on learning. Most-able pupils are not challenged enough.

As a result, too few pupils achieve a greater depth of learning across the school. The school has the following strengths The new headteacher and interim deputy headteacher have started to tackle the inherent weaknesses of the school. Capacity for further rapid improvement is clear to see.

Staff, pupils and parents and carers have an increasingly positive view of the school since recent changes in leadership. Safeguarding is effective. The culture to keep children safe is strong.

The early years is good. Children make good progress because leaders have ensured that the quality of teaching and learning is good. The school provides well for pupils who have special education needs (SEN) and/or disabilities.

Governors are aware of their responsibilities. Many are new. All are dedicated to improving the school.