Setting

Mr Richard Thomas Headteacher Pevensey and Westham CofE Primary School High Street Pevensey BN24 5LP

p.1

Westham CofE Primary School

Following my visit to your school on 22 May 2015, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the inspection findings. Thank you for the help you gave me and for the time you made available to discuss the actions you are taking to improve the school since the most recent section 5 inspection.

p.1

Westham CofE Primary School

The visit was the first monitoring inspection since the school was judged to require improvement following the section 5 inspection in February 2015. It was carried out under section 8 of the Education Act 2005.

p.1

Westham CofE Primary School

Senior leaders and governors are taking effective action to tackle the areas requiring improvement identified at the recent section 5 inspection. The school should take further action to:

p.1

Westham CofE Primary School

 develop the roles of subject leaders so that the content taught to pupils in each subject is expanded and made more demanding  make it easier for children in the early years to move freely between the indoors and outdoors.

p.1

Evidence

During the inspection, I met with you and the deputy headteacher. We walked around the school together, visiting classes briefly. I looked at displays and some examples of pupils’ work. I met with four governors, including the Chair, and spoke with a representative of the local authority. I analysed documents such as the school improvement plan and data showing the progress of pupils. Tribal Kings Orchard, One Queen Street, Bristol BS2 0HQ T 0300 123 1231 Text Phone: 0161 6188524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Direct T 01173115246 Direct F 01173150430 Direct email :Sara.Whalley@Tribalgroup.com

p.1

Context

Since the inspection, you have become the substantive headteacher, following a period as acting headteacher.

p.2

Main findings

You and the deputy headteacher continue to show the strong leadership mentioned in the inspection report. In a productive partnership, you are both very determined to improve teaching and learning. You have taken robust and well considered actions and can point to many improvements. You have developed effective training for teachers and teaching assistants which is increasingly targeted to their individual needs. You arrange the management of staff performance suitably, so that staff are held properly to account. The school improvement plan is well constructed. It is used carefully by staff and governors, who update and modify it directly that improvements are made.

p.2

Main findings

The school’s data leads you to expect improved national assessment results this year. Pupils entitled to the support of pupil premium funding generally achieve well. However, you know there is much more to do. One matter requiring further improvement is the teaching of phonics (linking letters and sounds). This work has begun but you do not expect the results in this year’s phonics test for Year 1 pupils to be as good as you anticipate in other national assessments.

p.2

Main findings

During our walk round the school, I noted that, for the most part, pupils were suitably focused on the tasks set for them. A brief scrutiny of some of their work suggests that they take pride in it, setting it out neatly. The writing work I saw indicated that pupils had made clear progress over the school year and that marking has improved since the inspection. Pupils often immediately adapt their work in response to teachers’ written comments.

p.2

Main findings

In the Reception classes, the doors from inside to outside are positioned away from the classrooms. When we visited there, it was very obvious that this precludes children from moving freely between the indoors and outdoors areas as is envisaged in the early years. Children enjoyed the activities we saw but it is harder than it needs to be for staff to arrange consistent learning opportunities inside and out. This is not easy to deal with but we discussed together how this problem might be alleviated.

p.2

Main findings

So that they could focus on improving teaching, most staff members have not had significant responsibilities as middle leaders for the past year. Now, you have begun to rebuild the middle management structure. There are, for example, leaders now for English, mathematics and special educational needs. Their roles are developing usefully. You are keen that pupils enjoy an interesting and challenging curriculum across all of the subjects. You have bought in outside specialists, in physical education and music for example, and some additional resources to help.

p.2

Main findings

However, while the current organisation of the curriculum does indeed provide pupils with stimulating and valuable experiences, there is not yet the full rigour and depth in each subject that you rightly aspire to. We noted examples of this as we walked around the school together.

p.3

Main findings

The governing body contributes well to school improvement and is improving and sharpening its work. Its members know the school in detail through the visits they make and reports they receive. They are supportive of your work and ask appropriately challenging questions of the school.

p.3

Main findings

Ofsted may carry out further monitoring inspections and, where necessary, provide further support and challenge to the school until its next section 5 inspection.

p.3

External support

You value the support provided to the school by the local authority, in a wide range of areas. It helps you to develop further your thinking about how the school should move forward. An apparent misunderstanding between the school and local authority about the format of the school’s improvement plan, which might have soured relationships, has been resolved. The school’s plan is fit for purpose. The local authority understandably is satisfied with the progress made by the school since the inspection.

p.3

External support

I am copying this letter to the Chair of the Governing Body, the Director of Children’s Services for East Sussex and the Diocese of Chichester.

p.3