Ocklynge Junior School

Name Ocklynge Junior School
Ofsted Inspections
Address Victoria Drive, Eastbourne, BN20 8XN
Phone Number 01323725839
Type Primary
Age Range 7-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 789 (50.3% boys 49.7% girls)
Number of Pupils per Teacher 27.8
Academy Sponsor South Downs Learning Trust
Local Authority East Sussex
Percentage Free School Meals 19.9%
Percentage English is Not First Language 12.8%
Persistent Absence 9.5%
Pupils with SEN Support 15.1%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

The school does not meet requirements on the publication of information about governors’ financial interests, the governors’ committee structure, and the most up-to-date safeguarding and child protection guidance on its website. Ocklynge Junior School is one of the largest schools of its type in the country.

The vast majority of its pupils are from White British households. Only a few pupils speak English as an additional language. The proportion of disadvantaged pupils is smaller than the national average.

However, the size of the school means that overall this group of pupils is large. The proportion of pupils who have special educational needs and/or disabilities is well above the national average. Due to the size of the school, this proportion represents a very large number of pupils.

The school benefits from a stable population. Few pupils enter during the course of a key stage and few leave. The community served by Ocklynge Junior School has average levels of deprivation.

The school works in partnership with a cluster of schools known locally as the Eastbourne Education Improvement Partnership. The headteacher joined the school at Easter 2016, after a short period as a consultant headteacher.

Summary of key findings for parents and pupils

This is an inadequate school Disadvantaged pupils do not do as well as other pupils.

Too many pupils who have special educational needs and/or disabilities do not make good progress from their starting points. Disadvantaged pupils who also have special educational needs and/or disabilities fall behind in their learning and make much less progress than they should. A few pupils, mainly boys, do not behave as well as they should.

They disrupt the learning of others too frequently. Teachers do not know enough about how well pupils are doing. Many have not kept their professional knowledge up to date.

Teaching is too often pitched at the wrong level for the class. The most able pupils find the work much too easy and become bored. Teachers’ feedback to pupils does not result in improvements to pupils’ work.

Most management systems are out of date and do not enable senior leaders to execute their duties efficiently and effectively. Middle leaders do not check how well pupils are doing regularly enough. Their focus is more on promoting pupils’ well-being rather than pupils’ progress and attainment.

The new headteacher has not had enough time in the school to correct the many aspects of its work that are inadequate. The school has the following strengths The new headteacher, who joined at Easter in 2016, is fully aware of the scale of the school’s historical and current weaknesses. He knows what to do to put things right.

The headteacher’s actions have already improved attendance, for example. The school’s new curriculum is imaginative and interesting and is inspiring better attitudes to learning. The school makes a strong contribution to most pupils’ well-being and their personal, spiritual, moral, social and cultural development.