Yapton CE Primary School

Name Yapton CE Primary School
Website http://www.yaptonschool.org
Ofsted Inspections
Address North End Road, Yapton, Arundel, BN18 0DU
Phone Number 01243551246
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 270 (54.1% boys 45.9% girls)
Number of Pupils per Teacher 25.4
Local Authority West Sussex
Percentage Free School Meals 20%
Persistent Absence 12.9%
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. This is an average-sized primary school. The majority of pupils are of White British heritage.

The results of national tests and assessments for pupils in Year 6 in 2015 met the government’s floor standards (the minimum expectations for pupils’ attainment in reading, writing and mathematics by the end of Year 6). The proportion of disadvantaged pupils is below the national average. The proportion of pupils who have special educational needs and/or disabilities is broadly average.

The proportion of pupils who have a statement of special educational needs or an education, health and care plan is below average.

Summary of key findings for parents and pupils

This is a good school Leaders know their school well and have high expectations and ambitions. They have brought about improvements to the quality of teaching and pupils’ outcomes.

All groups of pupils, including those who have special educational needs and/or disabilities, and the most able disadvantaged pupils, make good progress from their starting points. Reading is a strength in the school because : phonics is taught effectively. Pupils read well and widely.

They understand what they read and know that being able to read well is very important. Teachers have high expectations of pupils’ behaviour. As a result, pupils are polite and respectful and standards of behaviour around all areas of the school are good.

Teachers assess pupils’ learning regularly. They provide pupils with good-quality feedback on their work. Leaders hold teachers strictly to account for how well their pupils are doing.

Pupils’ writing skills are not as good as those in reading and mathematics because pupils do not write long pieces of work that challenge them to use their skills fully. Pupils, typically, demonstrate good attitudes and a strong willingness to learn. Pupils enjoy attending school.

They feel safe, behave well, enjoy learning and are proud of their school. Improvements in the curriculum ensure that teaching builds more strongly on pupils’ knowledge and understanding than previously. The wide range of opportunities enables pupils to grow into confident and caring young people and prepares them well for the next stage of their education.

Children make good progress during the early years. They like their teachers and enjoy learning. They quickly settle into school at the beginning of the year and by the end are well prepared for key stage 1.

Governors know their school well because of the comprehensive information they receive from leaders and other external professionals. Tasks do not always stretch pupils fully in learning, especially the higher attaining pupils. Occasionally, teachers do not give pupils sufficient guidance and feedback on how to improve their basic skills in their work.