River Beach Primary School

Inspection of River Beach Primary School York Road, Littlehampton, West Sussex BN17 6EW

p.1

Inspection dates: 25 and 26 February 2025

p.1

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Good

p.1

The headteacher of this school is Rhona Wilkinson. This school is part of Schoolsworks Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Cathy Williams, and overseen by a board of trustees, chaired by Norman Rose. There is also an executive headteacher, Dave Ayers, who is responsible for this school and director of school improvement for three others. 25 and 26 February 2025

p.1

What is it like to attend this school?

Pupils flourish at this school in an environment of care and aspiration for all. The school has high ambitions for pupils’ achievements and behaviour. Pupils rise to meet these expectations.

p.2

What is it like to attend this school?

Pupils are enthusiastic and polite. They treat each other and adults with respect. Pupils feel valued as individuals. They develop a keen sense of personal responsibility, upholding the school’s values and expectations. Older pupils support younger pupils across the school. They demonstrate how to be a ‘River Beach’ pupil with a level of maturity.

p.2

What is it like to attend this school?

Pupils love learning. The aspirational curriculum and quality of teaching motivate them to do their best. Pupils are keen to show their knowledge and skills. The school is equally ambitious for pupils with special educational needs and/or disabilities (SEND). Pupils recognise the importance of their education for their future. Pupils’ books demonstrate that they achieve well across the curriculum.

p.2

What is it like to attend this school?

Pupils relish the arts and culture curriculum, which provides a window into other societies and lived experiences. Pupils’ exposure to different dance, design and artistic role models broadens their horizons about life and difference beyond Littlehampton. Consequently, pupils celebrate each other’s differences and strengths. They are thoughtful about equality and what it means.

p.2

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

The school has an ambitious and balanced curriculum. Pupils study a wide range of subjects. The school has defined the knowledge pupils need to learn in each of these subjects. This has been organised so that there is a seamless progression of knowledge from the Nursery to Year 6. The curriculum is inclusive. Pupils with SEND are identified effectively and fully supported to access the curriculum alongside their peers.

p.2

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

The school provides high-quality professional development for staff. It has effective systems for checking the delivery and impact of teaching and learning. The school uses this information to support staff effectively in developing their knowledge and skills. Consequently, staff are knowledgeable about the curriculum and how to teach it, as well as how to adapt it to meet the needs of all pupils. However, in the early years, some parts of the curriculum are not delivered as effectively as others. This means experiences and learning opportunities for children are not as consistent as they could be.

p.2

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

Pupils across the school show positive attitudes to learning. Their enthusiasm is matched by their achievements. Pupils’ work in books and the knowledge they share shows they are ready for their next stages of education.

p.2

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

Reading is a strength of the school. Children in the Reception year make a quick start to learning phonics. They are expertly supported. Children demonstrate their knowledge of letters and sounds through their play. They learn new knowledge through a structured reading approach. Staff support pupils to catch up to their peers if they start to fall 25 and 26 February 2025

p.2

3

behind. Consequently, pupils are confident and accurate readers. They read books that are well matched to the sounds they know, and they also relish trips to the school library. Pupils’ love of reading is clear. Before, during and after school, the library is a buzz of reading activities.

p.3

3

From the start of the Nursery year, pupils are taught how to behave. Pupils are respectful in lessons. They work purposefully with their peers. Pupils follow clear and consistent routines. They manage their own behaviour well. The school is a calm and orderly place. Pupils with SEND have the right adjustments in place to support them to achieve the school’s high expectations of conduct and kindness. Most pupils attend school regularly. Staff support families needing help with attendance and punctuality. This is having a positive impact and improving the attendance of disadvantaged pupils.

p.3

3

The school recognises and celebrates difference. Pupils have a detailed understanding of gender, disability and healthy relationships. They are well informed about fundamental British values. They give examples of where these apply to their life at school. Pupils’ leadership opportunities add value to the whole school community. The school uses a wide range of clubs and experiences effectively to support pupils’ learning and interests. The school is rigorous in ensuring this has an equally positive impact for disadvantaged pupils.

p.3

3

The school has effective leadership at all levels. Trustees and the school community council are well informed. They make careful checks to assure themselves that they meet their statutory duties. For example, they work constructively on equality issues to ensure the inclusive ambitions of the trust are reflected throughout the school. The school has an effective programme of support for staff. This is displayed in high staff retention and positive well-being.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In the Reception and Nursery years, some aspects are not yet as sharply focused. The development of language and children’s concentration skills do not consistently build on what children already know and can do. The school should ensure that all staff have the knowledge and skills to support children’s language development and their attention to learning, so that children achieve as well as they can in these areas. 25 and 26 February 2025

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.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’ 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). 25 and 26 February 2025

p.4

School details

Dates of previous inspection 15 and 16 October 2019, under section 8 of the Education Act 2005

p.5

Information about this school

 The school uses one unregistered alternative provision.  The school has been part of Schoolsworks Academy Trust since September 2013.  There has been a change in headteacher since the previous inspection.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 25 and 26 February 2025

p.5

6

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  The inspection team met with the headteacher, senior leaders, teachers and pupils. The lead inspector met with the chair of the trust and trust representatives, including the CEO.  Inspectors carried out deep dives in these subjects: early reading, science, computing, mathematics, history and art and design. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke with teachers, spoke with some pupils about their learning and looked at samples of pupils’ work. Inspectors also reviewed pupils’ work from a range of other subjects.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single

p.6

6

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 inspection team observed behaviour in lessons and at breaktimes and lunchtimes. They spoke formally with groups of pupils, as well as talking to pupils in lessons and around the school.  Inspectors spoke with parents at the start of the school day. They considered the views expressed in Ofsted Parent View.  Inspectors spoke with groups of staff and considered the responses to Ofsted’s staff survey.

p.6

Inspection team

Toby Martlew, lead inspector His Majesty’s Inspector

p.6

Inspection team

Chris Berry Ofsted Inspector 25 and 26 February 2025

p.6

7

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