Dudley Infant Academy

Inspection of a school judged good for overall effectiveness before September 2024: Dudley Infant Academy Harold Road, Hastings, East Sussex TN35 5NJ

p.1

Outcome

Dudley Infant Academy has taken effective action to maintain the standards identified at the previous inspection.

p.1

Outcome

The principal of this school is Stuart Maclean. This school is part of The Brighton Academies trust, which means other people in the trust also have responsibility for running the school. The trust is run by the interim chief executive officer (CEO), Mark Blackman, and overseen by a board of trustees, chaired by Siobhan Denning.

p.1

What is it like to attend this school?

Pupils love to come to this school. Staff welcome pupils warmly into the playground every morning. Staff know pupils and their families well. They understand what will help pupils to thrive personally, socially and academically. As a result, the school is a happy environment where pupils feel safe and get the support they need to learn successfully. Staff make learning interesting, and pupils contribute eagerly during lessons. Pupils achieve well across the curriculum and are ready for the next stage in their education.

p.1

What is it like to attend this school?

As soon as pupils start school, they are taught how to behave in accordance with the school values. Staff take every opportunity to demonstrate these values. As a result, pupils follow well-established routines and concentrate well in lessons. Pupils are taught how to recognise their emotions and how to help themselves if they are feeling angry or sad. They know they can always talk to staff in school if they are concerned about anything.

p.1

What is it like to attend this school?

The school provides leadership roles for pupils such as the school council, involvement in fundraising events and being friendship ambassadors at social times. Pupils carry out their responsibilities with great pride as they contribute to the school community. 23 and 24 April 2025

p.1

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

The school is determined that pupils will achieve highly. It has developed a broad and ambitious curriculum from Reception to Year 2. The curriculum has recently been further refined. Staff know precisely what must be taught so that pupils develop a rich body of knowledge securely. The school supports staff to develop ways of teaching which enable all pupils to gain a deep understanding of the curriculum.

p.2

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

Staff have secure subject knowledge. They explain the curriculum well and model new ideas clearly. Pupils are routinely given opportunities to practise new learning together, before having a go themselves. This helps them to build confidence. Pupils frequently recap what they learned in previous lessons so that it is committed to long term memory. Staff use questioning effectively to encourage pupils’ thinking and reasoning skills.

p.2

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

The school uses longer term checks on pupils’ learning effectively. This helps staff to revisit parts of the curriculum to ensure they are securely understood. However, during lessons, routine checks of pupils’ understanding are not carried out consistently. Teaching is not always adapted in response to pupils’ needs so that everyone keeps up with the learning. Sometimes, activities do not help pupils understand the curriculum securely, before they move on to more difficult ideas. This means that some pupils develop gaps in their understanding, and they do not attain as well as they could.

p.2

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

Staff quickly identify pupils who have special educational needs and/or disabilities (SEND). The school builds positive relationships with these pupils’ families, to better understand their needs. Pupils with SEND receive expertly tailored support and are well prepared for the next stage in their education.

p.2

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

The school prioritises reading. Pupils in Reception sing and chant songs, rhymes and stories to build their listening skills. They start to learn to read as soon as they begin school. Pupils practise saying and writing letters and words accurately. Any pupils who struggle are expertly supported in ways which are closely matched to pupils’ needs. The school encourages pupils to develop pride and enjoyment in reading through celebrating their achievements in school assemblies. Authors visit the school to provide inspiration. Pupils love hearing stories read by their teachers. By the end of Year 2, most pupils become fluent readers. This supports their achievement across the entire curriculum.

p.2

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

The school does all it can to help pupils overcome any barriers to attendance. Staff understand pupils and their families well, providing support and encouragement for pupils to come to school regularly. Patterns of attendance are analysed forensically, and any decline is acted upon immediately.

p.2

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

The school’s work to develop pupils’ character is a strength. Pupils strive to live out the school’s values through a carefully designed character programme. There are many enrichment opportunities linked closely to the curriculum, such as visits from the planetarium and trips to local art galleries and places of historic interest. Pupils eagerly participate in the school’s many clubs. Disadvantaged pupils benefit particularly from these opportunities. 23 and 24 April 2025

p.2

3

The trust ensures that support is available for staff’s health and well-being. Governors understand their statutory duties and ensure that the school’s decisions put pupils first. Leaders have an accurate understanding of what the school needs to do next, introducing changes that will benefit pupils the most.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 The school has not embedded its approach to checking pupils’ understanding within lessons. As a result, activities are not always adapted or closely matched to what pupils know and understand. This can hinder pupils from connecting new learning with what they already know. The school should ensure that gaps in pupils’ knowledge are identified in a timely way and that activities are well designed so that all pupils have the support they need to achieve the school’s ambitious aims equally well across the whole curriculum.

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 first ungraded inspection since we judged the school to be good for overall effectiveness in September 2019. 23 and 24 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). 23 and 24 April 2025

p.4

School details

CEO of the trust Mark Blackman (interim)

p.5

School details

Dates of previous inspection 17 and 18 September 2019, under section 5 of the Education Act 2005

p.5

Information about this school

 This school is part of the University of Brighton Academies Trust.  The school does not currently use any 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 her evaluation of the school.  During the inspection, the inspector met with the principal and other senior leaders. She also met with trustees, local governors and the trust’s director of school improvement.  The inspector met with some pupils to discuss their learning. 23 and 24 April 2025

p.5

6

 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’ interest first.  The inspector considered parents’ views expressed through Ofsted Parent View, including any free-text comments.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  Throughout the inspection, the inspector met with groups of staff. She also considered the opinions expressed through the staff survey.

p.6

Inspection team

Jo Brinkley, lead inspector His Majesty's Inspector 23 and 24 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