St Robert Southwell Catholic Primary School, Horsham

Inspection of St Robert Southwell Catholic Primary School, Horsham Lambs Farm Road, Roffey, Horsham, West Sussex RH12 4LP

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Outstanding Leadership and management Good Early years provision Outstanding Previous inspection grade Good 29 and 30 March 2023

p.1

What is it like to attend this school?

Leaders have high expectations for all pupils. There is a calm and orderly environment across the school. Pupils behave well. The school’s culture is one of kindness and caring, which reflects the school’s motto. Pupils are polite and respectful, and show consideration towards everyone in the school. Children in Reception settle quickly and make a positive start.

p.2

What is it like to attend this school?

Pupils’ personal development is a strength of the school. Staff are determined to prepare pupils for life in modern Britain and for them to make a positive contribution to society. The curriculum extends well beyond the academic. Pupils are well supported to become resilient and independent learners. They learn about British values and how these complement the school’s values within their weekly assemblies and follow-on class work.

p.2

What is it like to attend this school?

Pupils feel safe here. The school is inclusive. Pupils genuinely care and look after each other. They are encouraged to attend extra-curricular activities which include sport, choir, drama and art. Pupils are keen to talk about the sports club they attend. They are very proud of their gardening club and how they tend and care for the ‘reflection’ garden.

p.2

better?

The school is well led. Leaders have developed a broad and interesting curriculum that is ambitious, including for those pupils with special educational needs and/or disabilities. This means that all pupils learn the intended curriculum.

p.2

better?

Leaders have ensured that curriculum planning starts with Reception and is carefully sequenced as pupils move into key stage 1 and beyond. Pupils learn well in mathematics and English. However, in some subjects, teachers are not clear enough about the key knowledge pupils will learn. Additionally, sometimes, they move on without checking that pupils have a secure understanding of what is being taught.

p.2

better?

Reading is prioritised by leaders across the school. Pupils start learning phonics as soon as they start Reception. They quickly become confident in their reading and love books due to the strength of provision in early years. All staff have received training to enable them to model and teach the adopted phonics programme effectively. Pupils enjoy reading and achieve well. The school’s focus on early reading sets a solid foundation for pupils on which they build in later years.

p.2

better?

Pupils are confident mathematicians. Children in Reception enjoy learning about number. They practise their addition skills during child-led activities and praise each other excitedly when they are successful. The extensive provision for early years children enables them to learn well through both child-led and adult-led activities. The most-able mathematicians are challenged well in upper key stage 2 and 29 and 30 March 2023

p.2

3

admitted to an inspector that ‘maths can be hard’. Skilled teaching assistants are used well to support pupils who are in danger of falling behind.

p.3

3

Teachers assess pupils’ learning through questioning, formal quizzes and tests. This helps them to quickly identify any gaps in learning and ensure that these are filled. Despite this, opportunities for pupils to practise and extend their writing in some subjects are limited. The quality of pupils’ writing across the wider curriculum is often not as strong as the consistently high-quality work seen in English and mathematics.

p.3

3

The school’s work on pupils’ spiritual, moral, social and cultural development is extensive. Leaders have taken deliberate action to ensure pupils’ personal development is a real focus. Pupils’ voices are valued within the school. The school council was instrumental in the establishment of the sensory bus, which supports numerous pupils at break time. Leaders have ensured that pupils learn about a variety of beliefs to increase their understanding and tolerance. The school’s relationships and sex education programme supports pupils in understanding other peoples’ views and opinions. Pupils are encouraged to show respect for everyone and know that discrimination in any form is unacceptable. Theyalso benefit from a wide range of additional opportunities, such as clubs, music lessons and residential trips. These enable pupils to develop many skills and talents. Staff make sure that all pupils can participate equally, regardless of ability or background.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Safeguarding is recognised as very important for all staff. Everyone attends annual safeguarding training and this is reinforced with additional training and briefing updates throughout the year. The safeguarding leads all complete a refresher course each year.

p.3

Safeguarding

All staff know what to do with any safeguarding concerns. The safeguarding team follows up all referrals with tenacity and determination. Concerns and safeguarding records are well documented with details of actions taken and their impact. Leaders work well with external agencies and respond swiftly to any recommendations received.

p.3

(Information for the school and appropriate authority)

 In some foundation subjects, such as physical education and geography, some teachers are not clear about the precise knowledge that they want pupils to retain. Additionally, sometimes, they do not check that pupils understand what they have learned before moving on. As a result, pupils do not make the progress they could, due to gaps in their knowledge. Leaders and governors need to 29 and 30 March 2023

p.3

4

ensure that those less-developed subjects are as precisely mapped and assessed as the core subjects.  In some subjects, pupils’ writing is very brief, poorly presented and does not use correct grammar or punctuation. It is not as strong as in mathematics and English. Teachers’ expectations are not high enough. As a result, opportunities for pupils to practise and improve their writing are limited. Leaders need to ensure that staff challenge pupils to improve their writing in a consistent manner across all subjects.

p.4

How can I feed back my views?

or to find out what other parents and carers think. We use information from Ofsted Parent View 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

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. 29 and 30 March 2023

p.4

School details

Inspection number 10256366 Type of school Primary

p.5

School details

Appropriate authority The governing body

p.5

School details

Chair of governing body Malcolm Peppiatt

p.5

School details

Website www.strobertsouthwellhorsham.co.uk

p.5

School details

Date of previous inspection 10 October 2017, under section 8 of the Education Act 2005

p.5

Information about this school

 The school is a voluntary-aided Catholic primary school under the Roman Catholic Diocese of Arundel and Brighton. As a school of religious character, the school was last inspected under Section 48 of the Education Act 2005 in October 2021.  The school does not currently use any alternative provision.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

p.5

Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher, the deputy headteacher and the inclusion leader. The lead inspector also met with governors, a representative of the diocese and a representative from the local authority.  Inspectors carried out deep dives into these subjects: early reading, mathematics, geography and physical education. For each deep dive, inspectors discussed the 29 and 30 March 2023

p.5

6

curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  Inspectors evaluated the effectiveness of the safeguarding arrangements in the school by speaking with the designated safeguarding lead and members of the safeguarding team about their work. They also spoke to staff and pupils. Inspectors also sampled case studies and documentation, including the single central record.  Inspectors considered the views of the staff through the confidential online staff survey.  Inspectors met with pupils formally and informally around the school, in lessons and at playtime.  Inspectors met with some parents and carers at the start of the school day and took account of responses to the Ofsted Parent View survey.

p.6

Inspection team

Debbie Bennett, lead inspector Ofsted Inspector

p.6

Inspection team

Linda Appleby Ofsted Inspector 29 and 30 March 2023

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