Bosham Primary School

Inspection of a good school: Bosham Primary School Walton Lane, Bosham, Chichester, West Sussex PO18 8QF

p.1

Outcome

Bosham Primary School continues to be a good school.

p.1

What is it like to attend this school?

Pupils feel safe. They understand and live up to the school’s values, striving to be ‘creative, independent, emotionally intelligent and resilient’ learners. They are thoughtful in how they support each other and how they overcome social challenges. Staff take every opportunity to interact positively with pupils and get to know them well. As a result, as one parent said, ‘The school feels like a family.’

p.1

What is it like to attend this school?

Pupils meet the high expectations the school sets for their behaviour. They are positive about learning and show a high degree of resilience to keep trying, even if they do not succeed at first.

p.1

What is it like to attend this school?

Pupils are proud of their school and enjoy the wide range of clubs available. Leadership opportunities, such as young governors, sports leaders and eco-warriors, enable pupils to make meaningful contributions to the school community and to develop life skills.

p.1

What is it like to attend this school?

Leaders are ambitious for the school. With the support of governors and the local authority, they have worked determinedly to strengthen the quality of education and accurately identify improvements needed after a recent decline in performance.

p.1

What does the school do well and what does it need to do better?

The school has designed a broad and balanced curriculum that is ambitious for all pupils. From Reception through to Year 6, the school has carefully mapped out the crucial knowledge that pupils need to learn. Learning has been organised so that content builds in a logical order. This ensures that teachers have a clear understanding of exactly what to teach and when. The school has clear systems and processes in place for identifying pupils with special educational needs and/or disabilities (SEND) and works in collaboration with parents and carers and outside agencies to ensure that pupils get the support they need. As a result, all pupils are supported to achieve well. 26 and 27 March 2024

p.1

2

Staff have excellent subject knowledge. They model and explain new learning adeptly. Questioning is used well to check pupils’ knowledge and identify misconceptions. Teachers ensure that pupils get time to practise new learning, which helps them build fluency. This is especially the case in mathematics, where pupils are able to use procedures to solve problems with increasing confidence. As a result, pupils are achieving well, and provision seen on inspection is better than 2023 published outcomes suggest. In a few subjects, the school is still developing its use of assessment. In these subjects, teachers do not always have the information they need to identify and address gaps in pupils’ knowledge. As a result, on occasion, the work given to pupils does not build on what they know.

p.2

2

Reading is a priority. Pupils begin the school’s chosen phonics programme as soon as they start in the early years. Staff are well trained and deliver the programme consistently well. Pupils read books that are matched to the sounds that they know. Those who struggle get extra help to close their individual gaps in phonics knowledge. Older pupils demonstrate a palpable and enthusiastic love for books. As a result, pupils at this school become confident readers, which enables them to access and enjoy progressively ambitious texts.

p.2

2

Pupils’ behaviour is impeccable. They demonstrate a consistently positive attitude to their learning. This starts in the early years, where routines are quickly established. Teachers set high expectations and model positive behaviours. Consequently, pupils exhibit positive attitudes to learning and a clear readiness for their next stage.

p.2

2

Pupils’ wider development is a real strength. The school provides a range of extra- curricular clubs that broaden pupils’ horizons beyond the classroom. There is an exceptionally well structured and diverse calendar of ‘experiences’, including trips, visits, visitors and workshops, which are explicitly designed to enrich the curriculum. A whole- school approach has been adopted which ensures that the personal, social, health and economic education programme is at the forefront of pupils’ school experience. As a result, pupils can articulate important learning about how to keep themselves safe in a range of contexts, including when online. However, pupils are less confident in their understanding of different faiths and cultures in modern Britain.

p.2

2

Leaders at all levels are aspirational for pupils. Adults share the same inclusive vision and keep pupils at the heart of decision-making. Staff are positive about the support they receive and are especially thankful for the courage and determination that leaders have shown during a recent period of instability. They are proud to work at the school. Governors know the school well and provide effective support and challenge.

p.2

Safeguarding

The arrangements for safeguarding are effective.

p.2

(Information for the school and appropriate authority)

 Assessment in some subjects is not as effective as it could be. This means teachers do not always have a clear picture of what pupils know and can do. Consequently, learning 26 and 27 March 2024

p.2

3

sometimes does not build precisely enough on what they already know. The school needs to continue its work to develop and embed an approach to assessment that routinely informs teaching across the curriculum, so that pupils’ learning develops securely over time.  Important aspects of the school’s personal development offer have not yet been addressed by the school’s recent improvement work. This means that pupils are not building an understanding of different faiths and cultures. The school must ensure that the schools’ spiritual, moral, social and cultural education is effective and empowers pupils with the knowledge that they will need for life in modern Britain.

p.3

Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

p.3

Background

This is the second ungraded inspection since we judged the school to be good in November 2018.

p.3

How can I feed back my views?

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.3

How can I feed back my views?

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

p.3

Further information

You can search for published performance information about the school.

p.3

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 26 and 27 March 2024

p.3

School details

Appropriate authority The governing body

p.4

School details

Date of previous inspection 20 October 2020, under section 8 of the Education Act 2005

p.4

Information about this school

 There have been a number of changes to the school’s leadership since the last inspection. The headteacher took up his substantive post in February 2024.  At the time of the inspection, pupils attended one unregistered alternative provision.

p.4

Information about this inspection

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

p.4

Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in his evaluation of the school.  Inspections are a point-in-time judgement about the quality of a school’s education provision.  The inspector met and spoke with leaders, staff, pupils, parents, governors and a representative of the local authority. 26 and 27 March 2024

p.4

5

 The inspector carried out deep dives in these subjects: early reading, mathematics and physical education. He discussed the curriculum with subject leaders, teachers and pupils, visited lessons and looked at samples of pupils’ work.  The inspector considered 77 responses to the Ofsted Parent View survey. He took account of the responses to the confidential staff survey as well as the views of pupils that were gathered throughout the inspection.  To evaluate the effectiveness of safeguarding, the inspector reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector met with the school’s special educational needs and disabilities coordinator.

p.5

Inspection team

James Stuart, lead inspector His Majesty’s Inspector 26 and 27 March 2024

p.5

6

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.6

6

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.6

6

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.6

6

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

p.6

6

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

p.6