Fairlight Primary School

Fairlight Primary School Inspection report

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Unique Reference Number 114487 Local Authority Brighton and Hove Inspection number 357556 Inspection dates 23–24 November 2010 Reporting inspector Christine Jones

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This inspection of the school was carried out under section 5 of the Education Act 2005.

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Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 352 Appropriate authority The governing body Chair Kaye Dawes Headteacher Damien Jordan Date of previous school inspection 23 January 2008 School address St Leonards Road Brighton BN2 3AJ Telephone number 01273 601270 Fax number 01273 624616 Email address office@fairlight.brighton-hove.sch.uk

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Age group 3–11 Inspection dates 23–24 November 2010 Inspection number 357556 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the documentation in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to 'Subscribe'. Royal Exchange Buildings St Ann's Square Manchester M2 7LA T: 0300 1234 234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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Introduction

This inspection was carried out by one of Her Majesty's Inspectors and two additional inspectors. The inspectors visited 17 lessons and saw 17 teachers. They held meetings with governors, staff and groups of pupils. They observed the school's work, and looked at the school's priorities, analysed recent evidence on pupils' performance, read 64 parental questionnaires as well as staff and pupil surveys. The inspection team reviewed many aspects of the school's work. It looked in detail at a number of key areas:  Achievement and pupil outcomes.  Attendance and the impact on outcomes.  The impact of behaviour on pupils' learning.  The suitability of the curriculum to meet pupils' needs.

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Information about the school

This is a large city centre primary school with a varied and mobile pupil population. Pupil movements in and out of the school vary from year to year but in some year groups as many as a fifth of pupils did not join this school in the Reception Year. The proportion of pupils known to be eligible for free school meals is well above the national average as is the proportion of pupils identified as having special educational needs and/or disabilities. A third of the pupils are from minority ethnic groups and many are at the early stages of speaking English with up to 32 different first languages. The school has gained accreditation for speech and language development in the Nursery as well as silver Artsmark award and Foundation Level International Schools award.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Main findings

Fairlight Primary and Nursery School is a good school with a number of considerable strengths. The care guidance and support provided for every pupil are excellent, particularly for those with special educational needs and/or disabilities and those pupils whose individual circumstances make them more vulnerable. The school never gives up on a child. As one parent said, 'The school has pulled out all stops to help my child reach and go beyond my expectations of how much they could achieve.' Parents, carers and external agencies are engaged in close and successful partnerships aimed at making sure all are involved in contributing to the pupils' learning, well-being and development. The school maintains a successful role as a centre of the local community where all groups within the area can meet and work together to enhance the locality. The school works effectively to tailor provision to meet pupils' many and varied needs. The

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Main findings

result is that teaching is consistently good in all classes and pupils are enthusiastic and motivated by their learning. Therefore all groups of pupils achieve well, both academically and socially, regardless of their individual circumstances. Attainment, although below national averages at present, is improving in all year groups as the effective actions implemented by senior leaders to tackle underachievement are beginning to pay off. This represents good progress as many pupils come to the school with starting points that are significantly below the levels expected for their age. Pupils enjoy coming to school and appreciate the way the school looks after them. As one pupil said, 'I like the way they help us with our work, and when we are sad or scared they help us'. As a result of an interesting curriculum and good range of additional learning opportunities, pupils have a good awareness of how to keep themselves safe and healthy.

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Main findings

Behaviour is good in lessons and around the school and pupils work and play well together. Exclusions are rare. Many pupils come to school regularly and attendance is satisfactory overall. However, in spite of the school's best efforts some parents do not ensure their children attend school regularly and this prevents them from learning and achieving as well as they could. The school is determined to keep a close watch on the progress each pupil is making and has introduced very effective monitoring and tracking systems that are clearly understood and used by all managers and teachers. Individual teachers make good use of this information in planning their lessons. Pupils' books are marked regularly but marking sometimes does not give pupils, particularly older ones, enough clear guidance on the standard of their work and how it might be improved. The drive and determination of the headteacher and senior leadership team have created

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Main findings

a clear and ambitious vision for the future direction of the school. Everyone in the school community is committed to this vision and this has created good capacity for sustained improvement. To enhance this, the governing body has recently been re-formed and

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

reorganised to involve them more closely in supporting the work of the school and keeping it under review. Currently this aspect of governance is underdeveloped.

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What does the school need to do to improve further?

 Raise attainment through: working with parents to ensure their children attend school regularly informing pupils, especially older ones, more clearly about the standard of their work and how it could be improved.  Strengthen the strategic participation of the governors so that they are able to take a full part in evaluating, challenging and continuing to improve the work of the school.

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Outcomes for individuals and groups of pupils 2

All groups of pupils achieve good outcomes in this school. Teachers provide interesting resources which stimulate learning and keep pupils engaged with their work. Pupils work together very effectively; they keep on task, plan their work carefully and really enjoy the opportunity to discuss their work with their 'talk-partners'. They respond well to teachers' questions, particularly where these really probe their thinking and understanding. At the end of Year 6 in 2010 pupils reached below average standards in English and mathematics. Nevertheless this represents good progress as their standards on entry to the school were significantly below those expected for their age. Standards in English and mathematics are improving in all other year groups and this means that, as pupils move up into older year groups, the progress they are making is accelerating. Pupil mobility is high with pupils leaving and new ones entering the school on a regular basis. The school

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Outcomes for individuals and groups of pupils 2

supports the new pupils well and helps them to make good progress especially those who may come with specific difficulties such as speech, language and communications needs. Pupils feel secure and appreciated because they are treated as individuals. They are certain that bullying is extremely rare and any incidents dealt with very effectively. Pupils whose circumstances make them more vulnerable feel special at this school. They are learning how to cope with their own problems and make sure they do not interrupt other pupils' learning. Overall, pupils develop the good basic skills that they need to be successful in the next stage of their learning. Pupils' social development is good and they are keen to contribute to the school community and take part in the good range of activities provided outside of lessons. For example, breakfast club is very popular and well organised with a good range of activities for pupils to take part in as well as eating toast!

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Outcomes for individuals and groups of pupils 2

Celebration of the diversity of the school community is an essential characteristic of the school and this enhances pupils' cultural development. Pupils respond well to the calm and positive learning environment the school creates. They say the school expects them to be 'more mature' and they try their best to behave in this way.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for pupils' outcomes

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Pupils' achievement and the extent to which they enjoy their learning 2

Taking into account: Pupils' attainment¹

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of pupils' learning and their progress 2

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Pupils' achievement and the extent to which they enjoy their learning 2

The quality of learning for pupils with special educational needs and/or disabilities and their progress

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2

Taking into account: Pupils' attendance¹

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The extent of pupils' spiritual, moral, social and cultural development 2

1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

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How effective is the provision?

Good teaching and learning are based on well-prepared planning that enables both teachers and the skilled learning support assistants to build carefully on pupils' prior learning. Pupils with different levels of prior attainment and different learning needs are challenged effectively by the tasks they undertake. Teachers and learning support assistants make effective use of questioning to really get under the skin of what pupils have learned and help deepen learning. Good lessons are practically based and proceed at a brisk pace. For example in a numeracy lesson on coordinates pupils made good progress through their enjoyment and engagement with a pirate map game looking for the hidden treasure. Lessons are well balanced so that pupils not only learn something new, but also have the chance to consolidate and practise their skills. Where pupils have specific needs, especially those with behavioural, emotional and social

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How effective is the provision?

difficulties, they try hard not interrupt the learning of others. They are given considerable support by skilled staff to help them learn to manage their issues themselves. All staff understand clearly the importance of using information from the effective assessment and tracking systems to support learning, and individual progress is reviewed regularly. Informative and regular marking helps teachers with this process although it does not always give quality guidance to the pupils.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

The curriculum has a clear focus on improving pupil outcomes through responding to the needs of the learners. The newly formed curriculum teams are raising the profile of their subjects through themed weeks such as the 'Brainiac' week taking place at the time of the inspection. The extra support built into the curriculum for individual pupils is resulting in some of them making outstanding progress.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the quality of provision

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The quality of teaching 2

Taking into account: The use of assessment to support learning

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How effective are leadership and management?

The headteacher has played a decisive part in lifting expectations among staff, pupils and parents. This is strongly supported by all leaders of learning and managers in the school and has led to good and, in some instances, outstanding improvement. The school's innovative focus on family development and inclusion work has had a direct impact on improving family engagement with the school. This has also had a positive effect on improving pupils' attendance and attainment. This work makes a major contribution to the school's vigorous and thriving contribution to local community and beyond as well as the success with which equality of opportunity and overcoming any form of discrimination is promoted. The school is a leader of high-quality practice in ensuring the safety of its pupils. Examples from the school's work in this area are used regularly by other schools as exemplars of good practice. Monitoring of the school's work is robust and thorough with

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How effective are leadership and management?

detailed tracking and analysis of performance. Outcomes are used effectively to improve teaching and learning and set well-focused and challenging targets. The governors fully back the school in all its activities but they recognise the need to improve their involvement in challenging the school and checking on its work. Excellent strategies used by the school to promote community cohesion result in pupils in this diverse and vibrant community growing up with a first-rate understanding of life in a multicultural society both in Britain and beyond.

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for leadership and management

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2

Taking into account: The leadership and management of teaching and learning

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Early Years Foundation Stage

The provision for children throughout the Early Years Foundation Stage is good. Children's skills are significantly below the expected level for their age when they start in the Nursery, particularly in their personal and communication language skills. The early years team prepares the children well for starting Nursery, including visiting them at home and building positive relationships with children and their parents. The flexible session choices the Nursery offers to parents have enabled more children to benefit from a nursery place. Children are happy and settle into school quickly, including those who join the Nursery or Reception classes at different times of the year. They make good progress in their ability to share and play with each other and by the time they transfer to Year 1 they have become confident when joining larger groups. Children make steady progress in other areas of learning supported by the adults who work diligently to

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Early Years Foundation Stage

extend and develop their communication and listening skills. Team planning and the organisation of key workers for each child are strengths of the organisation. This enables parents and carers to link up with the person who can tell them most about their child's progress. Children enjoy their activities, including in the well-used outdoor areas. Effective support, for example in role play areas, develops children's speaking and listening skills. The staff involve the children in talking through the activities they can choose and this helps to develop the children's independent planning skills. More use could be made of focused questions to develop children's subject specific vocabulary skills. The team prepares learning plans for those individual children who need them and the pastoral care for these very young children is outstanding. Leadership in the Early Years Foundation Stage is effective with a strong emphasis on teamwork to make sure all staff agree what they want

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Early Years Foundation Stage

the children to learn, and in ensuring the learning environment is exciting and lively. As

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

one happy parent said, 'My son's confidence has grown considerably since attending Fairlight.'

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Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate

These are the grades for the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

Taking into account: Outcomes for children in the Early Years Foundation Stage

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Overall effectiveness of the Early Years Foundation Stage 2

The quality of provision in the Early Years Foundation Stage 2

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Overall effectiveness of the Early Years Foundation Stage 2

The effectiveness of leadership and management of the Early Years Foundation Stage

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Views of parents and carers

Parents and carers were overwhelmingly positive in their responses to the questionnaires and generous in their praise of the school. All agreed that their children enjoyed school, made good progress and were very well cared for and kept safe. A very small minority felt that the school did not keep them up to date with how well their child was doing at school or give enough advice on how they could help, views not endorsed by the inspection. However, all agreed that they were happy with their child's experience in the school. Parents who were interviewed during the inspection were equally positive about the school. For example, a parent was delighted with the improvement in her child's language skills and behaviour after only three weeks in the school.

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Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at Fairlight Primary and Nursery School to complete a questionnaire about their views of the school. In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 64 completed questionnaires by the end of the on-site inspection. In total, there are 352 pupils registered at the school.

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Total % Total % Total % Total %

My child enjoys school 40 70 17 30 0 0 0 0 The school keeps my child safe 40 70 17 30 0 0 0 0

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Total % Total % Total % Total %

My school informs me about my child's progress 29 51 26 46 2 4 0 0

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Total % Total % Total % Total %

My child is making enough progress at this school 31 54 25 44 0 0 0 0

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Total % Total % Total % Total %

The teaching is good at this school 43 75 14 25 0 0 0 0

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Total % Total % Total % Total %

The school helps me to support my child's learning 36 63 18 32 2 4 0 0

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Total % Total % Total % Total %

The school helps my child to have a healthy lifestyle 30 53 25 44 1 2 0 0

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Total % Total % Total % Total %

The school makes sure that my child is well prepared for the future (for example changing year group, changing school, and for children who are finishing school, entering further or higher education, or entering employment) 26 46 29 51 0 0 0 0

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Total % Total % Total % Total %

The school meets my child's particular needs 32 56 25 44 0 0 0 0

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Total % Total % Total % Total %

The school deals effectively with unacceptable behaviour 22 39 31 54 1 2 0 0

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Total % Total % Total % Total %

The school takes account of my suggestions and concerns 30 53 26 46 1 2 0 0

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Total % Total % Total % Total %

The school is led and managed effectively 45 79 10 18 1 2 0 0

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Total % Total % Total % Total %

Overall, I am happy with my child's experience at this school 37 65 19 33 0 0 0 0

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Total % Total % Total % Total %

The table above summarises the responses that parents and carers made to each statement. The percentages indicate the proportion of parents and carers giving that response out of the total number of completed questionnaires. Where one or more parents and carers chose not to answer a particular question, the percentages will not add up to 100%.

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Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding school provides exceptionally well for all its pupils' needs.

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Grade Judgement Description

Grade 2 Good These are very positive features of a school. A school that is good is serving its pupils well.

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Grade Judgement Description

Grade 3 Satisfactory These features are of reasonable quality. A satisfactory school is providing adequately for its pupils.

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Grade Judgement Description

Grade 4 Inadequate These features are not of an acceptable standard. An inadequate school needs to make significant improvement in order to meet the needs of its pupils. Ofsted inspectors will make further visits until it improves.

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Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now make some additional judgements that were not made previously. The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most recently published data available (see www.ofsted.gov.uk ). Please note that the sample of schools inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Percentages are rounded and do not always add exactly to 100. Secondary school figures in clude those that have sixth forms, and sixth form figures include only the data specifically for sixth form inspection judgements.

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Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning, development or training.

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Common terminology used by inspectors

Attainment: the standard of the pupils' work shown by test and examination results and in lessons.

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Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving. Inspectors base this judgement on what the school has accomplished so far and on the quality of its systems to maintain improvement.

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Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school.

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Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

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Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school's overall effectiveness based on the findings from their inspection of the school. The following judgements, in particular, influence what the overall effectiveness judgement will be.

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Common terminology used by inspectors

 The school's capacity for sustained improvement.  Outcomes for individuals and groups of pupils.  The quality of teaching.  The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships.  The effectiveness of care, guidance and support.

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Common terminology used by inspectors

Progress: the rate at which pupils are learning in lessons and over longer periods of time. It is often measured by comparing the pupils' attainment at the end of a key stage with their attainment when they started.

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carers to share with their children. It describes Ofsted's

main findings from the inspection of their school.

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3AJ

I am writing to thank you for your help when we inspected your school and to let you know what we found out. We enjoyed seeing how you work in lessons and talking to your parents. We worked very closely with your headteacher and other teachers as well as meeting a school governor. Fairlight is a good school in very many ways.  The school takes excellent care of you and makes sure you are very safe.  Your teachers are good and work hard to make sure your lessons are interesting and exciting.  Staff in the school get lots of help to make sure you get support at times when you are struggling with your work or perhaps feeling a bit sad.  Your behaviour is good well done! You like taking part in school activities together outside of lessons.  You are making good progress in your work in all year groups although for some of you the standard of your work could be better and you could come to school more

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3AJ

regularly.  Many of you come from different countries all over the world and you all get on really well as you try to understand each other's point of view.  Your parents really like your school and are very happy with your education. You have played an important part in helping the school to improve and you can continue to help by working hard and coming to school as often as you can. We have asked the teachers to help with this by giving you more guidance on how well you are doing and what you need to do to make your work even better. We have also asked the school governors to be more involved helping to improve the work of the school.

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3AJ

Thank you again for the help you gave us. Christine Jones Her Majesty's Inspector

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www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please

telephone 0300 1234 234, or email enquiries@ofsted.gov.uk .

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