|Name||Bourne Primary School|
|Address||Melbourne Road, Eastbourne, BN22 8BD|
|Religious Character||Does Not Apply|
|Number of Pupils||450 (49.1% boys 50.9% girls)|
|Number of Pupils per Teacher||19.9|
|Local Authority||East Sussex|
|Percentage Free School Meals||32.6%|
|Percentage English is Not First Language||48.2%|
|Pupils with SEN Support||18.0%%|
|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 school is larger than the average primary school.
The proportion of pupils supported by pupil premium funding is higher than that found in most schools. The pupil premium is additional government funding to support those pupils known to be eligible for free school meals and children who are looked after. The proportion of pupils who have special educational needs and/or disabilities is above the national average.
The proportion of pupils with a minority ethnic background is above the national average, as is the proportion of pupils who speak English as an additional language. The school provides part-time early years provision in the Nursery class and full-time early years provision in the three Reception classes.
Summary of key findings for parents and pupils
This is a good school The headteacher, deputy headteacher and governors have ensured steady improvements in teaching, learning and assessment since the previous inspection.
A three-year improving trend in pupils’ attainment at the end of both key stages in reading, writing and mathematics reflects the impact of better teaching and higher expectations on pupils’ progress. Rising standards at the end of both key stages mean pupils are better prepared for the next stage in their education than before. Pupils make good progress in reading, writing and mathematics.
Pupils’ progress continues to accelerate across the school. Strong support for pupils who speak English as an additional language ensures that these pupils make the same good progress as their classmates. Diminishing differences between disadvantaged pupils’ progress and that of other pupils nationally illustrate the improved use of pupil premium funds.
However, some disadvantaged pupils do not attend regularly enough to achieve as well as they could. Children make good progress during the early years. A steady, year-on-year increase in the proportion achieving a good level of development means children are well prepared for learning in Year 1.
Subject leaders provide confident, knowledgeable leadership. They play a full and increasingly successful role in the school’s work. Governors play a much more effective role in checking the school’s work than at the time of the previous inspection.
Senior leaders have developed systematic, reliable procedures for checking and tracking pupils’ progress. Pupils are proud of their school. Leaders have sustained good levels of behaviour since the previous inspection.
Pupils are safe and secure. Some pupils, particularly boys, do not make the accelerated progress necessary in writing to ensure they achieve as well in this subject as they do in reading and mathematics at the end of key stage 2. Inconsistent handwriting hampers the fluency and presentation of some pupils’ written work.