Little Common School

Inspection of Little Common School Shepherds Close, Bexhill-on-Sea, East Sussex TN39 4SQ

p.1

Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Good 11–12 March 2020

p.1

What is it like to attend this school?

This is a vibrant school with a warm and kindly heart. Nurturing pupils’ enjoyment of learning underpins everything that happens here. Pupils told us that ‘this school is great because things are fair here,’ and that ‘we get a chance to learn about lots of things we didn’t know.’ One younger pupil told us he had written a book about how lucky he was to be at this school, although we were not sure whether this was true, or just a burning ambition!

p.2

What is it like to attend this school?

Leaders’ expectations are consistently high. This is reflected in pupils’ excellent academic achievements, exemplary behaviour and strong attitudes to learning. Lesson visits showed classrooms to be calm and purposeful, no matter what subject was being taught. Routines are firmly established. Pupils know what is expected of them and work hard as result. They told us that they feel safe in school and free from bullying.

p.2

What is it like to attend this school?

The great majority of parents are overwhelmingly positive about the school. One told us that she felt that staff and pupils were ‘super kind’, especially to pupils who needed additional support and encouragement to believe in themselves to achieve their best. Our experiences during the inspection endorse this view.

p.2

better?

This is an outstanding school where governors, leaders and staff are highly ambitious in their work to provide the best for all pupils. This includes pupils from vulnerable groups and those who have particular interests and talents.

p.2

better?

The school’s curriculum is rich and offers pupils excellent opportunities to learn in a wide range of subjects. Leaders have ensured that teachers have the knowledge and skills required to teach with confidence and passion. Staff are proud to work here. They appreciate the opportunities leaders provide for them to develop their expertise. The impact of this is clear to see in classrooms, where pupils are highly motivated because they enjoy learning and want to succeed.

p.2

better?

Developing pupils’ mathematical skills and ensuring that pupils are confident readers and writers is fundamental to leaders’ vision for the school. This is reflected in pupils’ consistently strong outcomes over time in these subjects at the end of key stage 2.

p.2

better?

Phonics is taught well. Staff have the expertise and the resources to ensure that most pupils become fluent and growingly confident readers by the time they move into Year 2 and beyond. Curriculum leaders who are responsible for this are ‘stealthily relentless’ in their work to ensure a consistency of approach across the school. This stretches from early years into key stage 2, where older pupils were very happy to share their enjoyment of books in discussions with us. 11–12 March 2020

p.2

3

Staff also teach mathematics well. Consequently, pupils really do enjoy their mathematics lessons. This includes pupils with special educational needs and/or disabilities, who are supported appropriately with additional resources and adult help if required. Children in the early years also love working with shapes and numbers due to staff making learning fun. Older pupils’ times tables skills are strong because leaders have prioritised this. As a result, pupils relish using their mathematical knowledge to reason and to solve problems.

p.3

3

Much of the good practice evident in teaching mathematics and English is replicated in the way teachers deliver lessons in other subjects. This includes in the early years, where provision is also very strong. Teachers constantly question pupils to check their understanding and to move learning forward. Reminding pupils of prior learning helps them to remember what they already know. This includes in physical education lessons in the early years or Year 3, for instance where pupils were seen to complete warm-up exercises proficiently because of their previous learning.

p.3

3

Leaders recently reviewed the way science is taught, introducing a more practical approach to lessons. Pupils report that science lessons are more enjoyable and engaging as a result. Pupils also enjoy music and the arts at Little Common. Musical performances contribute positively to developing pupils’ confidence and well-being. This includes opportunities to perform to audiences both in and out of school, including at national events in London, for instance.

p.3

3

Pupils are ready for their transition to secondary school when it comes. Their personal development is supported well by the wider curriculum, including the school’s extra-curricular offer. They know about the potential dangers associated with using the internet. They have a growing understanding of the importance of healthy diets and physical exercise. The school’s ‘charter’, a list of experiences pupils will undertake before leaving the school, supports their understanding of culture and diversity in modern Britain well.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

All staff and those in positions of governance understand their duty to promote the welfare, health and safety of pupils. As a result, the culture to keep pupils safe is strong and underpins all aspects of day-to-day school life.

p.3

Safeguarding

Staff know pupils well. They are aware of the risks and potential dangers pupils might face, both in and out of school. Leaders ensure that staff are trained well and understand the school’s procedures to report concerns, no matter how small.

p.3

Safeguarding

Pupils told us they feel safe because staff really care and that the school is a safe place to be. 11–12 March 2020

p.3

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.

p.4

How can I feed back my views?

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

p.4

How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

p.4

Further information

You can search for published performance information about the school.

p.4

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. 11–12 March 2020

p.4

School details

Appropriate authority The governing body

p.5

Website

http://www.littlecommon.e- sussex.sch.uk Date of previous inspection 5 February 2019, under section 8 of the Education Act 2005

p.5

Information about this school

 The school was last inspected under section 8 of the Education Act 2005 in February 2019. At that time, it was felt that the school may have improved significantly since the school’s last inspection under section 5 of the Education Act 2005 in February 2015, when the overall effectiveness was judged to be good.

p.5

Information about this inspection

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

p.5

Information about this inspection

 We held a wide range of meetings during the inspection. These included meetings with the leaders, teaching and support staff, pupils and parents. We met with the chair of the governing body, who was accompanied by three other governors. We also talked to a representative of the local authority on the telephone.  When considering the quality of the curriculum, we did deep dives in these subjects: reading, mathematics, science, music and physical education. Deep dives included visiting lessons, looking at pupils’ work, and talking to leaders, 11–12 March 2020

p.5

6

teachers and pupils about how teaching in these subjects builds on pupils’ knowledge over time. We also heard pupils read.  We assessed the school’s culture to keep pupils safe throughout the inspection. A wide range of documentation was considered, including policies, records of governors’ meetings and leaders’ self-evaluation and development planning. The single central record of checks on the suitability of adults to work with children was scrutinised, along with other records of the school’s work to keep pupils safe.

p.6

Inspection team

Clive Close, lead inspector Her Majesty’s Inspector

p.6

Inspection team

Liz McIntosh Ofsted Inspector 11–12 March 2020

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7