Christ Church CofE Primary and Nursery Academy

Inspection of a school judged Good for overall effectiveness before September 2024: Christ Church CofE Primary and Nursery Academy Woodland Vale Road, St Leonards-on-Sea, Hastings, East Sussex TN37 6JJ

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Outcome

Christ Church CofE Primary and Nursery Academy has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The co-headteachers of this school are Susannah Singh and Russell Thorne. This school is part of the Diocese of Chichester Academies Trust (DCAT), which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Mark Talbot, and overseen by a board of trustees, chaired by Nicholas Taunt.

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What is it like to attend this school?

Pupils feel valued and cared for at this welcoming, vibrant school. They are confident that their views matter. A pupil summed this up by saying, ‘I am able to be heard, allowed to have an opinion and to share it.’ Pupils feel safe. They know that if they have any worries, they can speak about them and that staff will listen and provide support.

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What is it like to attend this school?

Staff model warm, mutually respectful relationships throughout the school. Pupils echo these behaviours. Expectations are high and good behaviour is the norm. Pupils respond well to the guidance they are given and the school is an orderly environment. Even the youngest children in the early years follow instructions well.

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What is it like to attend this school?

The school has a sharp and highly effective focus on personal development that builds expectations gradually. Younger pupils develop independence around the school, for example by clearing up after themselves in the dining hall. Older pupils enthusiastically complete tasks such as raising money for charity to earn the blue t-shirts, which they wear with pride. 29 and 30 April 2025

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Pupils enjoy their lessons. They know that they are expected to work hard. Pupils are enthusiastic and keen to participate. Typically, they attain well and are well prepared for the next stages of their education.

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

The school has developed an ambitious, well-structured curriculum. Pupils build appropriate knowledge in clearly laid-out steps from the early years to Year 6. Pupils with special educational needs and/or disabilities (SEND) have their needs quickly identified and supported. This helps ensure that they can access the curriculum and experience success.

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

Staff are well trained to deliver the curriculum. They have strong subject knowledge. Staff check pupils’ understanding regularly to ensure that pupils remember the important knowledge that they need. This helps staff to identify and address any gaps or confusion.

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

A focus on writing composition has helped pupils develop their ability to structure their writing content well. This begins with a focus on telling and hearing stories. Children start to develop their language skills in the early years. Staff skilfully introduce new words throughout the day and through activities such as role play. However, pupils’ knowledge of how to spell new words is not well developed. This hampers some pupils’ ability to write accurately.

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

The school has ensured that learning to read quickly and well is a priority. Staff have benefited from refresher training. New resources have ensured that pupils practise their growing knowledge using books that meet their needs well. Pupils who need to catch up are doing so increasingly quickly. However, some pupils in key stage 2 still struggle to learn and apply phonics.

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

Pupils mostly behave well. Pupils value the rewards they are given for good behaviour, such as earning points towards certificates. The school checks for patterns of behaviour incidents carefully to help identify and respond to any issues. For example, playtimes have recently been developed to help support positive social behaviour. Pupils enjoy planning events, skipping, playing games and using equipment such as tyres at playtimes. They are happy and active. Any pupils who struggle to manage their behaviour and emotions from time to time benefit from attending ‘The Hub’, where they are given the additional support they need.

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

Pupils like school. Most are keen to come and attend well. The school rightly prioritises pupils’ regular attendance. Leaders work in close partnership with parents to understand and address any barriers to pupils being in school. This focused work is resulting in more pupils being in school more often.

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

The school’s work to develop pupils’ skills, talents and characters is exemplary. Links with the community and a well-planned programme of visits and visitors help all pupils, including those new to the country and the school, to develop a sense of place. Pupils feel 29 and 30 April 2025

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that they belong whatever their culture or beliefs. Pupils demonstrate respect and tolerance. They say that ‘the world would be boring if we were all the same’.

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Pupils benefit from a wide range of opportunities to take on leadership roles through, for example, the school council or eco council. They relish taking part in high-quality performances and take great pride in representing the school in choir, trust events or through sports teams.

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The trust works closely with local governors and the school to make sure that everyone is working together in the best interests of children. Staff are proud to be part of the school. They feel that their workload and well-being are considered as part of any changes that are made.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Historically, too many pupils moved up to key stage 2 without mastering phonics. Because of this, some pupils have not learned to read as well as, and as quickly as, they might. The school should prioritise the closing of these gaps and provide opportunities for pupils to apply and connect their phonics learning to their work in class and across the curriculum.  Some pupils do not have the knowledge they need to spell well. This means their spelling choices can occasionally be incorrect or haphazard. The school should check that the chosen approach to teach pupils how to spell correctly ensures they develop, transfer and retain their knowledge effectively.

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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.

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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 29 and 30 April 2025

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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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This is the second ungraded inspection since we judged the school to be good for overall effectiveness 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). 29 and 30 April 2025

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School details

Headteachers Susannah Singh and Russell Thorne

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School details

Dates of previous inspection 3 and 4 March 2020, under section 8 of the Education Act 2005

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Information about this school

 The school is part of the Anglican Diocese of Chichester. Its last section 48 inspection, for schools of a religious character, was in July 2023.  The school provides wraparound childcare in the form of before- and after-school clubs.  The school does not currently use any alternative provision.

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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 the evaluation of the school.  During the inspection, the inspector met with a range of school staff. The inspector held regular update meetings with leaders. The inspector also met with representatives 29 and 30 April 2025

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of the trust, including the chair of the board of trustees and the CEO, and had separate telephone conversations with the chair of the local governing board and a representative of the Diocese of Chichester.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  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 reviewed responses to Ofsted’s parent, pupil and staff surveys and spoke to some parents at the school gate.  The inspector talked to staff to gather their views about the school, including their workload and well-being. The inspector met with a group of pupils, as well as speaking

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to pupils during lessons and at lunchtime.

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Inspection team

Deborah Perkins, lead inspector Ofsted Inspector 29 and 30 April 2025

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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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