West Rise Junior School

Name West Rise Junior School
Website http://www.westrisejunior.co.uk/
Ofsted Inspections
Address Chaffinch Road, Langney, Eastbourne, BN23 7SL
Phone Number 01323764037
Type Primary
Age Range 7-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 361 (52.9% boys 47.1% girls)
Number of Pupils per Teacher 24.0
Local Authority East Sussex
Percentage Free School Meals 28%
Percentage English is Not First Language 3.3%
Persistent Absence 9%
Pupils with SEN Support 16.3%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

This is a smaller than average-sized primary school.

Most pupils are of White British heritage. The proportion of pupils who speak English as an additional language is below the national average. More than two fifths of the pupils are eligible for the pupil premium, which is additional funding provided for children in local authority care, children with a parent or carer in the armed services and those known to be eligible for free school meals.

This proportion is well above the national average. There are no pupils with a parent or carer in the armed services currently on roll. The proportion of disabled pupils and those with special educational needs who are supported through school action is well above the national average.

About one in seven pupils is supported through school action. The proportion of pupils, about one in 12, who are supported at school action plus or have a statement of special educational needs is above the national average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.

There have been several changes of staff since the school’s last inspection, including of teachers holding posts of responsibility. The school has substantially developed its facilities for outdoor learning in recent years, including a large wetland area, ‘The Marsh’, leased from the local council, which forms the habitat of a variety of species of wild bird, as well as sheep and a small herd of water buffalo. The remains of a major Bronze Age settlement have been discovered on the school’s site, and a replica village of the period is currently under construction.

Summary of key findings for parents and pupils

This is a good school. Pupils achieve well throughout the school and in a wide variety of subjects. The standards pupils reach by the time they leave have risen substantially in recent years and are now above average.

This indicates that pupils make good progress from their starting points. Teaching is consistently good and is often outstanding. Teachers use questioning very well, have high expectations of pupils and are knowledgeable and enthusiastic about their subjects.

Senior leaders have made sure that any relative weaknesses in teaching have been remedied quickly and effectively. Pupils’ behaviour in lessons and around the school is outstanding. They show extremely positive attitudes to learning and have many opportunities to take on responsibility.

Pupils have no concerns about bullying and know exactly what to do to prevent it from occurring. The headteacher, his senior team and all the staff and governors have a clear vision for their school. They are passionately committed to ensuring that pupils reach the highest standards possible and benefit from a broad and stimulating education.

The school makes very good use of its unique site. The curriculum promotes all aspects of pupils’ spiritual, moral, social and cultural development extremely well, providing pupils with many different, exciting experiences. Governors have a good knowledge and understanding of how well the school is doing, and what senior staff have done to improve the quality of teaching.

It is not yet an outstanding school because: Achievement is not outstanding because not enough pupils reach the highest levels in English and mathematics by the time they leave the school. Teachers do not always provide pupils with detailed enough comments about their work, or give them sufficiently regular opportunities to respond fully to their comments. Not all parents and carers fully appreciate the success of the school’s systems for ensuring that pupils behave well and that bullying is tackled effectively, and a small number do not feel that the school pays enough attention to their concerns.