|Name||St Thomas A Becket Catholic Primary School|
|Address||3 Tutts Barn Lane, Eastbourne, BN22 8XT|
|Religious Character||Roman Catholic|
|Number of Pupils||474 (42.2% boys 57.8% girls)|
|Number of Pupils per Teacher||26.4|
|Local Authority||East Sussex|
|Percentage Free School Meals||10.8%|
|Percentage English is Not First Language||35.4%|
|Pupils with SEN Support||16.9%%|
|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 smaller than the average-sized infant school. The proportion of pupils supported by pupil premium funding is lower than that found in most schools.
The proportion of pupils who have special educational needs and/or disabilities is below the national average. The proportion of pupils from minority ethnic backgrounds is above the national average, as is the proportion who speak English as an additional language. The school provides full-time early years provision in two Reception classes.
The school federated with the junior school on the same site in 2010. The headteacher and governing body oversee both schools. The school has a breakfast club and an after-school club on site, both of which are managed by the governing body and were visited during this inspection.
There is a privately run nursery on site, which was not included in this inspection.
Summary of key findings for parents and pupils
This is a good school The headteacher, senior leaders and governors have improved the quality of teaching, learning and assessment substantially since the previous inspection. Good-quality teaching ensures that pupils are well prepared for the next stage of their learning by the end of Year 2.
Pupils make better progress than at the time of the previous inspection. They make good progress in writing, mathematics and science. They make particularly good progress in reading.
Well-planned support ensures that pupils who speak English as an additional language make rapid progress and achieve well. Leaders have maintained good-quality teaching, learning and assessment in early years. Caring relationships, consistent routines and clear expectations ensure that children are happy and settled.
The governing body has strengthened its role in checking the school’s work and in holding leaders to account. The school is a friendly, welcoming and outward-looking community. Pupils’ positive attitudes and good behaviour contribute to the school’s happy, hard-working atmosphere.
Pupils attend well and feel safe and secure. The school’s religious values underpin its work, providing pupils and staff with a positive, supportive and secure framework for school life. The most able, including those who are disadvantaged, make slower progress in writing and mathematics than they do in reading.
This is because teaching does not consistently challenge and extend the most able pupils sufficiently in these subjects. Subject leaders’ roles are at an early stage of development. They do not have a sufficiently sharp focus on the key aspects of teaching and learning which need to be developed to secure the highest levels of achievement.