East Preston Junior School

Inspection of East Preston Junior School Lashmar Road, East Preston, Littlehampton, West Sussex BN16 1EZ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not previously inspected 19–20 November 2019

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What is it like to attend this school?

Pupils look forward to coming to this school every day. As one parent wrote, ‘My daughter can’t wait to tell me what she has done at school and always comes home happy.’ Pupils feel safe and well known by the adults. They know that they are valued and that their teachers want the best for them.

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What is it like to attend this school?

In lessons, pupils concentrate well. Their good behaviour means that all pupils can learn without interruption. At playtime, pupils show the same consideration for each other. Pupils say that bullying does not often happen. They are very clear that if it does, staff put a stop to it very quickly.

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What is it like to attend this school?

Leaders and teachers are ambitious for the pupils to learn well. Pupils say that teachers encourage them to push themselves further. Pupils love the new awards scheme, which further motivates them to try their best. They also know that the learning itself is important.

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What is it like to attend this school?

Pupils, staff, parents and carers have welcomed the improvements that the new headteacher has brought to the school. Pupils described to the inspectors how their learning is wider this year. For instance, all pupils have started to learn Spanish in September. They have embraced this learning with zest.

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better?

Leaders have made rapid improvements to the curriculum. Their vision is that all pupils gain deep and wide knowledge across a broad range of subjects. This has meant a major overhaul of certain areas. Leaders have improved the content and sequence of teaching the knowledge they want pupils to learn. Staff also teach in such a way that pupils can retain what is important . They are currently improving the content of each individual subject. Teachers will complete this process by the end of the year. The early impact of the revised content is already evident. For instance, in history, pupils have an improved grasp of chronology. Historical concepts such as bias are better understood by the pupils. Leaders have made established improvements to reading, writing and mathematics. Now they are ambitious about the developments they want to see across all subjects. Although the changes to the wider curriculum are

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better?

still at an early stage, plans are well set out.

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better?

Reading is a priority in the school. Pupils know this. They understand why reading is important and how it makes a difference to their lives. Leaders ensure that pupils read often and widely. If a pupil needs extra help, teachers pick up on this. Leaders know that weaker readers would do even better if staff at the junior school became more knowledgeable about early reading.

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better?

The teaching of mathematics is strong. The planning focuses on what pupils need to learn to be secure in their understanding and skills. The improved mathematics learning has led to a sharp rise in pupils’ achievement. 19–20 November 2019

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Pupils with special educational needs and/or disabilities (SEND) are well looked after. Teachers know them well and strive to ensure that they take part in all lessons. Well-judged additional teaching outside of lessons means that pupils with SEND can keep pace with their classmates.

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The school motto, ‘Enjoyment and excellence in all that we do and all that we are,’ permeates the school. Pupils’ personal development is a high priority for leaders. They provide many opportunities for pupils to take up posts of responsibility. Pupils have a strong sense of right and wrong. This means that their behaviour is mature and considerate of others. Pupils participate well in a range of activities. They show pride in representing their school. For instance, inspectors listened to the choir rehearsing early one morning. Pupils were excited about performing at Arundel Cathedral.

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The headteacher leads with a clear sense of integrity and moral purpose. Staff, pupils and parents are on board with the vision the headteacher has set out. The school has been through a period of uncertainty in the past two years. The multi- academy trust has been influential in ensuring that the school has improved in this time.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

All members of staff are committed to keeping pupils safe. They are well informed about their safeguarding responsibilities. They act on concerns quickly. Leaders know the families well. They work effectively with them. Leaders also pursue support from other agencies to secure the right help for vulnerable pupils.

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Safeguarding

The trust and the school work together to make sure all the right checks are in place when employing new staff. Governors check records and processes carefully. Pupils and parents receive useful information about online safety. Pupils say that they are taught how to keep themselves safe in and out of school.

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(Information for the school and appropriate authority)

 The improvements to the foundation subjects are in the early stages of development. The school has made a very good start to this process but will need to keep to its timescale to achieve a fully established curriculum within the next eighteen months. Leaders should ensure that training and support are in place to assist teachers as newly overhauled subject plans are implemented.  Leaders know that, to support younger pupils as they enter the junior school, it will be beneficial to develop early reading experts among the staff. Leaders should make this a priority to ensure that weaker readers are given skilled support as they begin key stage 2. 19–20 November 2019

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How can I feed back my views?

or to find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you’re not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 19–20 November 2019

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School details

Inspection number 10122304 Type of school Junior

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School details

Date of previous inspection Not previously inspected

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Information about this school

 The school converted to academy status in May 2017. The school joined Schoolsworks Academy Trust.

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Information about this inspection

We carried out this inspection under section 5 of the Education Act 2005.

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Information about this inspection

 I, the lead inspector, reviewed the school’s safeguarding arrangements. I looked at relevant documentation, staff recruitment checks and training. I also considered how well adults in the school act on emerging concerns about pupils’ welfare.  We spoke with pupils, parents and staff to gather their views about the school. We considered the 42 responses to Parent View, the 26 responses to the staff questionnaire and the four responses to the pupil questionnaire.  We did deep dives in reading, mathematics, Spanish, history and physical education. This involved talking with senior leaders, subject leaders and class teachers about how these subjects are delivered. We then visited a range of lessons to see this in action, talked to pupils about what they have learned and looked at their work. 19–20 November 2019

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Inspection team

Yasmin Maskatiya, lead inspector Her Majesty’s Inspector

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Inspection team

Linda Appleby Ofsted Inspector 19–20 November 2019

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regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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