Jarvis Brook Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Jarvis Brook Primary School Hadlow Down Road, Crowborough, East Sussex TN6 3RG

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Outcome

Jarvis Brook Primary School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Jacqueline Zadeh. This school is part of Tenax Schools 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), Mark Cole, and overseen by a board of trustees, chaired by Simon Curtis.

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What is it like to attend this school?

Pupils love learning at this welcoming school. They work hard in lessons, concentrating well and listening intently to their teachers. Staff have exceptionally high expectations of pupils. As a result, they behave very well throughout the school and at breaktimes. Pupils show high levels of respect to each other and to staff. The school is calm, and lessons are purposeful.

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What is it like to attend this school?

The school has high ambitions for pupils, including those with special educational needs and/or disabilities (SEND). Pupils learn the important skills and knowledge they need. This knowledge becomes secure over time so that pupils are well prepared for their next steps.

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What is it like to attend this school?

The school has prioritised pupils’ mental and physical health. Pupils understand the importance of a healthy diet and lifestyle. They know how to keep themselves safe and well. The school enhances this through a range of sports as part of the wide offer of clubs and activities. Pupils also benefit from effective support to manage their mental health. This includes learning strategies to regulate their emotions and counselling sessions, when required, with trained school staff. Pupils are happy and safe. They know that staff will deal with any concerns they have.

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

The school has designed an ambitious curriculum that meets the needs of all pupils. Beginning in the early years, the school has precisely identified the skills and knowledge 7 May 2025

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that pupils need to learn. Pupils build on this knowledge over time. As a result, pupils can recall and apply their learning successfully.

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The school has responded swiftly to poor published outcomes in mathematics in 2024. It has refined the curriculum to address this effectively. Pupils in school learn the mathematical knowledge they need. They remember important concepts and prior learning.

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Teachers have secure subject knowledge and explain learning clearly. They routinely check whether pupils have remembered crucial elements of the curriculum. This helps them to ensure that pupils who fall behind receive the support they need to catch up.

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The school has made pupils’ oracy a priority. Pupils use subject-specific language confidently when speaking and in their written work. However, the teaching of spelling and letter formation is not as effective. Pupils’ written work varies in accuracy, which impacts the standard of written work they produce.

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The school uses an effective approach to teaching phonics. Skilled staff deliver it consistently well. Consequently, pupils swiftly become fluent readers. Teachers check pupils’ phonics knowledge carefully. This helps them identify those pupils who fall behind and design activities to support gaps in their knowledge. Older pupils read a range of high-quality texts as part of their learning in English. They read widely and often.

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Staff know pupils well. They use this knowledge to understand any barriers to learning that pupils, including those with SEND, may have. Staff make effective adaptations to support pupils. As a result, pupils with SEND and those who are disadvantaged achieve well.

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Well-embedded routines and high expectations for learning start in the early years. Children in Reception Year are enthusiastic about their learning. They concentrate carefully on their work. This continues throughout school. Pupils demonstrate excellent attitudes to learning, which supports the sense of calm that pervades the school.

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The school checks on pupils’ behaviour and attendance closely. Staff quickly identify pupils who may need additional support. The school works positively and effectively with external agencies to offer this extra help. While attendance is slightly lower than national averages, it is starting to improve over time.

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Pupils are well prepared for life in modern Britain. They have mature attitudes to difference and diversity and show respect to all. Pupils learn to become active citizens through the range of leadership roles in school. For example, play leaders plan a range of exciting activities for breaktimes. Pupils also participate in fundraising activities for a range of local charities. They discuss a range of topics confidently and consider the views of others appropriately.

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Leaders at all levels work hard to maintain the standards of education in the school. High- quality professional development ensures that staff have appropriate subject knowledge. The dedicated staff team are positive about the training they receive. They feel well 7 May 2025

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prepared to fulfil their roles. Governors and trustees ensure they are well informed. They use reliable information to offer appropriate levels of support and challenge to the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Aspects of the writing curriculum, including letter formation, spelling and the use of grammar, are not taught effectively across the school. Pupils do not successfully communicate their ideas in writing as clearly as they could. The school should ensure staff have the knowledge they need to teach these key skills consistently well across school.

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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 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 predecessor school, Jarvis Brook Primary school, to be good for overall effectiveness in November 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. 7 May 2025

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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). 7 May 2025

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School details

Dates of previous inspection 8 and 9 October 2019, under section 8 of the Education Act 2005

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Information about this school

 The school currently uses no 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. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  During the inspection, the inspection team met with the headteacher and other leaders. The inspectors also met members of the local governing body and the CEO.  To evaluate the effectiveness of safeguarding, the inspection team 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. 7 May 2025

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 Throughout the inspection, the inspection team met with groups of staff and considered the opinions expressed through the staff survey.  The lead inspector met with some parents at the end of the school day and had regard to the views expressed through Ofsted Parent View.

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Inspection team

Gavin Thomas, lead inspector His Majesty’s Inspector

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Inspection team

Linda Appleby Ofsted Inspector 7 May 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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