Pevensey and Westham CofE Primary School

About Pevensey and Westham CofE Primary School Browse Features

Pevensey and Westham CofE Primary School


Name Pevensey and Westham CofE Primary School
Website http://www.pevenseyschool.org.uk
Inspections
Ofsted Inspections
Address High Street, Westham, Pevensey, BN24 5LP
Phone Number 01323762269
Type Primary
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 416 (50.7% boys 49.3% girls)
Number of Pupils per Teacher 19.9
Local Authority East Sussex
Percentage Free School Meals 15.9%
Percentage English is Not First Language 1.4%
Persistent Absence 10.5%
Pupils with SEN Support 7.7%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

The school is a larger than the average primary school and has two classes in each year group. Most pupils are of White British heritage. The proportion of pupils who have special educational needs is the same as the national average.

The proportion of disadvantaged pupils is less than the national average. The school meets the requirements on the publication of specified information on its website In 2016 the school met the government’s floor standards (minimum standards for pupils’ achievement at the end of key stage 2). There was no simultaneous section 48 inspection.

Summary of key findings for parents and pupils

This is a good school Leaders have successfully improved the school since its last inspection. Strong leadership and teamwork from the headteacher, governors and senior staff is bringing about rapid improvement. Leaders responsible for particular subjects have benefited from training and are enthusiastically developing their subject areas.

The curriculum is rich. Good teaching and effective support from teaching assistants means that pupils’ learning and progress is good and improving. The new assessment systems have helped teachers to identify how well pupils are progressing in their learning.

However, teachers do not use these sharply enough to make sure that the most and least able pupils are challenged as well as they could be. Leaders have introduced new strategies for accelerating pupils’ progress. However, their impact has not been analysed sufficiently to clarify the most effective methods in improving pupils’ learning.

Pupils want to do well in lessons. They are enthused by their use of the school’s core learning values. Leaders’ recent actions have ensured that attendance has improved markedly over the last year from a low starting point.

However, there are still some pupils who are absent too frequently. Safeguarding arrangements are effective. Pupils are kept safe and feel safe at school.

Spiritual, social, moral and cultural development is good. Visitors, trips and experience days enrich pupils’ learning and give them a knowledge of the world beyond the school. Children in the early years get a good start to school life.

They make good progress due to the broad range of activities they experience. Pupils who have special educational needs are making better progress than they were in the past. However, leaders have not ensured that they are working fully in partnership with parents when planning for pupils’ provision.