St Margaret's CofE Primary School, Rottingdean

Inspection of a school judged good for overall effectiveness before September 2024: St Margaret’s CofE Primary School, Rottingdean Whiteway Lane, Rottingdean, Brighton, East Sussex BN2 7HB

p.1

Outcome

St Margaret’s CofE Primary School, Rottingdean has taken effective action to maintain the standards identified at the previous inspection.

p.1

What is it like to attend this school?

St Margaret’s Primary School provides many exciting opportunities for learning. Pupils are eager to do their best and love talking about what they have learned. The school has high ambitions for pupils’ academic achievement. Staff are equally considerate of pupils’ well- being. Pupils have trusted adults that they can speak to, and many older pupils take on ‘buddy’ roles to support younger pupils.

p.1

What is it like to attend this school?

Families are very positive about the warm and nurturing school environment. Staff take time to get to know each pupil as an individual. This helps pupils to feel safe and valued. Pupils with special educational needs and/or disabilities (SEND) are nurtured. They receive effective support to help them to achieve well alongside their peers.

p.1

What is it like to attend this school?

Pupils look forward to breaktimes each day where they get to play with the school’s extensive outdoor equipment. They work together to agree the rules about tree-climbing and den building. On the ‘mingle’ days, pupils of all ages enjoy playing games together. The gardening club grow different plants and flowers according to the seasons and some pupils enjoy quiet time in the sensory garden. Pupils relish the school’s regular outdoor days, including exploring rock pools at the nearby beach. Older pupils learn lifesaving skills and how to enjoy the sea safely.

p.1

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

The school has developed a stimulating outdoor environment where pupils of all ages engage in adventurous and imaginative play. The provision supports the development of pupils’ gross motor skills effectively, including balance and coordination. Leaders have 29 and 30 April 2025

p.1

2

ensured that pupils learn about teamwork and how to use the equipment responsibly. As a result, pupils have a strong understanding of how to assess risk, and they cooperate and collaborate with enthusiasm.

p.2

2

Pupils typically behave well in lessons. The environment around the school is calm and orderly. There are warm and respectful relationships between staff and pupils. Pupils are clear that bullying is rare. Whenever pupils join the school, staff take time to get to know pupils, parents and carers well. This contributes positively to the strong and trusting relationships that exist between staff and families.

p.2

2

The school has developed a well-sequenced and ambitious curriculum in most subjects. Where this is secure, the important knowledge pupils need to learn is set out clearly. Pupils are provided with opportunities to apply what they are learning across different subjects. For example, Year 4 pupils use their historical knowledge of Ancient Egypt to design Egyptian scrolls in art. However, in some lessons, the work which pupils complete does not help them to learn the intended curriculum. On occasion, tasks require knowledge that pupils have not learned securely. In these cases, pupils do not develop their learning as well as they could.

p.2

2

The school’s supportive and inclusive culture is a strength. The needs of pupils with SEND are identified quickly. Teachers adapt learning to meet pupils’ needs when necessary. This includes making sure pupils have the resources they need to learn effectively.

p.2

2

Pupils start to learn the phonics programme promptly from the Reception Year. Staff have the support and training needed to ensure that pupils become confident and fluent readers. Staff consistently model phonics and blending well. Teachers check carefully that gaps in pupils’ phonics knowledge are addressed effectively. Any pupils who are new to the school are given the support they need to catch up. Pupils read widely and often and achieve positive outcomes in reading. They look forward to their weekly visits to the school library.

p.2

2

Attendance remains a priority. It is seen as everyone’s responsibility. The importance of attendance is widely promoted. Leaders ensure that families get the support they need when pupils’ attendance is a concern. The school’s effective work to tackle absence is having an increasingly positive impact on improving pupils’ attendance.

p.2

2

The school has a wide range of opportunities for pupils to develop their interests and broaden their experiences. Pupils take on leadership roles with enthusiasm. These include as members of the pupil council and eco-council. Pupils in Year 6 gain valuable experience of administrative tasks by volunteering to work in the school reception during lunchtime. The curriculum supports pupils’ personal development well. Pupils develop an age- appropriate understanding of how their bodies develop and how to keep themselves safe and healthy.

p.2

2

Leadership, including those responsible for governance, is strong. The school has an embedded culture of support and collaboration. Staff benefit from many professional 29 and 30 April 2025

p.2

3

development opportunities. These are particularly effective in helping new teachers and those taking on new leadership roles to thrive. Staff are very proud to work at the school.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In some lessons, the learning activities given to pupils are not well matched to what pupils know and understand or are not closely aligned with what pupils are expected to learn. When this happens, pupils do not build their knowledge as well as they could. The school should ensure that tasks better align with the aims of the curriculum and are designed to build on what pupils already know so that pupils deepen their understanding effectively.

p.3

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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 for overall effectiveness in June 2016. 29 and 30 April 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). 29 and 30 April 2025

p.4

School details

Appropriate authority The governing body

p.5

School details

Chair of governing body Paul Redfern and Vanessa Britton

p.5

School details

Website www.stmargarets.brighton-hove.sch.uk

p.5

School details

Dates of previous inspection 25 and 26 February 2020 under section 8 of the Education Act 2005

p.5

Information about this school

 The school is part of the Diocese of Chichester. The last section 48 inspection was on 10 March 2020.  The school provides a breakfast club.  The school makes use of one unregistered alternative provision.

p.5

Information about this inspection

 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. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  The inspector met with senior leaders, the chairs of governing body, a representative from the local authority, teachers and support staff. 29 and 30 April 2025

p.5

6

 The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector examined a range of documentation provided by the school.  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 spoke to some parents and considered the responses to the Ofsted online survey, Ofsted Parent View. They also reviewed the responses to the Ofsted staff and pupil surveys.

p.6

Inspection team

Polly Haste, lead inspector His Majesty’s Inspector 29 and 30 April 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