Arundel CofE Primary School

Inspection of a good school: Arundel CofE Primary School Jarvis Road, Arundel, West Sussex BN18 9HT

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Outcome

Arundel CofE Primary School continues to be a good school.

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What is it like to attend this school?

There is a strong sense of community at this school. Staff prioritise getting to know pupils and their families well. Older pupils buddy up with younger pupils when they join the school, helping to create a warm and harmonious environment. The school’s play leaders exemplify the caring school culture, organising games for other pupils at lunchtimes. This helps pupils to feel happy and safe.

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What is it like to attend this school?

The motto of ‘excellence with no compromises’ permeates across the school. Staff have high expectations for pupils’ learning and conduct. Pupils achieve well across a broad and balanced curriculum. In lessons and around the school site, pupils live up to the ‘ACE way’, behaving exceptionally well. They are not concerned by bullying, knowing the importance of being an ‘upstander’ and treating others as they wish to be treated. Pupils demonstrate highly respectful and tolerant attitudes, valuing diversity. They write thoughtful messages and prayers for one another on the school’s ‘olive branch’.

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What is it like to attend this school?

The wider opportunities given to pupils, beyond the academic, are extensive. Pupils benefit from a range of activities to develop their own talents and interests. They value the sporting, cultural and creative clubs on offer and make excellent use of them.

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

The school has carefully designed the curriculum to include the important knowledge that it wants pupils to learn. The curriculum reflects the needs of pupils in the school, emphasising learning important knowledge of the local area and it’s history. Knowledge and skills have been carefully sequenced to ensure that learning builds on what has come before. Teachers reinforce prior learning effectively, using weekly ‘embedded learning’ sessions to help pupils recall what they have previously learned. The individual needs of pupils with special educational needs and/or disabilities (SEND) are known well. Teachers adapt learning suitably to ensure that they can also learn well across the full curriculum. 10 and 11 July 2024

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Reading is prioritised. The school encourages pupils to develop a deep love of reading. Older pupils are avid readers, enjoying the rich variety of books that are available to them in their classrooms and the vibrant library. Children start to learn to read right from the beginning of Reception. The school’s chosen phonics scheme sets out the sounds and words that pupils should learn over time. The books that pupils read are well matched to their stage of reading. Those who are less confident with reading get additional help to keep up with their peers.

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Pupils achieve well here. Teachers have strong subject knowledge, developed through personalised and well-targeted training. New learning is introduced clearly and teachers check pupils’ understanding effectively. When gaps in learning are identified, teachers intervene quickly. Daily ‘scoop and boost’ interventions help to ensure pupils secure understanding before moving on. However, in some subjects, the activities that are set for pupils do not always help them to learn the full depth of knowledge that the school intends. Where this happens, pupils’ understanding is sometimes less secure.

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Pupils love their school. They are motivated by their learning and consequently attendance is extremely high. The school work relentlessly to ensure that pupils attend regularly, putting in place extensive support for those who find it harder to attend often, including some disadvantaged pupils.

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There is a positive and respectful culture in the school. Pupils behave remarkably well, which ensures that time spent learning is maximised. This starts in the early years where children learn classroom rules and routines at an early point. This helps them to feel safe and confident. Children are well cared for and nurtured in Reception. They make excellent use of the rich range of activities and equipment available to them to ensure they make a good start to their education.

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The programme for pupils’ personal development is exceptional. Pupils build an age- appropriate understanding of healthy relationships. They learn important skills to keep themselves safe in the community and when online. Pupils have a strong understanding of fundamental British values. They know the importance of democracy, reinforced through visits to parliament and meeting with politicians. Roles of responsibility including the eco, junior safety and learning councils are cherished. Pupils gain valuable leadership skills while contributing to their school and local communities.

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Leaders and governors are mindful of staff well-being and workload. Staff value this support and are highly positive about working at the school. They provide countless experiences for the pupils in their care, including well enjoyed trips to museums and theatres. Parents are highly positive about the school, with one remarking that, ‘As a parent I feel like the school is almost family to my son.’

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Safeguarding

The arrangements for safeguarding are effective. 10 and 11 July 2024

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(Information for the school and appropriate authority)

 In some subjects, some of the lesson activities do not always help pupils to learn the intended curriculum effectively. Consequently, pupils do not always learn the important knowledge and skills that leaders intend. The school needs to ensure that learning activities help pupils to secure understanding consistently well across all subjects.

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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.

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Background

This is the second ungraded inspection since we judged the school to be good in March 2015.

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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.

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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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Further information

You can search for published performance information about the school.

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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). 10 and 11 July 2024

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School details

Appropriate authority The governing body

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School details

Website www.arundelchurchofenglandschool.org.uk

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School details

Date of previous inspection 15 January 2019

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Information about this school

 The school is a Church of England primary school within the Diocese of Chichester. The school’s religious character was last inspected under section 48 of the Education Act 2005 in December 2022.  The school does not currently use any alternative provision.

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Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The lead inspector discussed the impact of the pandemic with leaders and has taken that into account in his evaluation of the school.  The lead inspector met with the headteacher, senior leaders, subject leaders, the leader responsible for pupils with SEND, other teachers and support staff.  The lead inspector met with governors and had conversations with representatives of the local authority and the Diocese of Chichester. 10 and 11 July 2024

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 The lead inspector carried out deep dives in these subjects: early reading, mathematics and history. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  To evaluate the effectiveness of safeguarding, the lead 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.  Meetings were held with groups of pupils and staff to hear their views.  The lead inspector considered the responses to the confidential Ofsted surveys for staff, pupils and Ofsted Parent View.

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Inspection team

Martin Smith, lead inspector His Majesty’s Inspector 10 and 11 July 2024

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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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