Tangmere Primary Academy

Inspection of a school judged good for overall effectiveness before September 2024: Tangmere Primary Academy Bishops Road, Tangmere, Chichester, West Sussex PO20 2JB

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Outcome

Tangmere Primary Academy has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Paul Turney. This school is part of The Kemnal Academies Trust (TKAT), which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Karen Roberts, and overseen by a board of trustees, chaired by Gaenor Bagley .

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What is it like to attend this school?

This is an exceptionally friendly and welcoming school where pupils feel happy and safe. Pupils say that they like coming to school because, ‘Our teachers are kind and make our learning interesting.’ This view is echoed by parents and carers, who say that their children are ‘very well cared for and thriving’.

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What is it like to attend this school?

The school is ambitious for pupils to do well. Pupils rise to this challenge and work hard in lessons. The well-constructed curriculum includes important themes. The theme of ‘Legacy’ for instance, gives pupils an understanding of the role of the Tangmere Airfield in the Second World War. The school has high expectations of pupils’ behaviour. Staff, supported by pupil play leaders, organise a variety of interesting activities at playtime.

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What is it like to attend this school?

The school has high ambitions for pupils' wider development and future success. Events such as ‘Aspirations Days’ and careers fairs provide valuable opportunities for pupils to explore the diverse range of potential occupations available to them. A visit from a female lieutenant commander in the Royal Navy, for example, gave pupils first-hand insights into possible occupations. These experiences equip pupils with the skills and confidence they need to navigate their futures with ambition and assurance. 3 and 4 June 2025

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

The school has developed an ambitious curriculum. It is well structured and carefully sequenced. Strong foundations are developed from the early years. The curriculum carefully builds to Year 6 with the essential knowledge, skills and vocabulary that pupils need to learn.

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

Teachers demonstrate strong subject expertise. They deliver clear explanations of concepts and tasks. In subjects such as history, learning is enriched through fieldwork. For example, Year 4 pupils explored the strategic location of Arundel Castle. Teachers regularly revisit prior learning, promptly assessing pupils’ understanding and addressing any misconceptions. This means that pupils can confidently express the knowledge and skills that they have acquired across the subjects.

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

The school correctly identifies the needs of pupils with special educational needs and/or disabilities (SEND). However, some pupils with SEND find it hard to learn successfully. This is because, on occasions, the curriculum is not adapted well enough to meet their individual learning and developmental needs.

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

In the early years, staff establish clear routines that help children feel safe quickly. Staff are nurturing and that helps children to develop their self-confidence. Children are keen to explore the exciting inside and outside environments, including listening to stories outdoors. From the Nursery onwards, children have numerous opportunities to enhance their communication and vocabulary skills through frequent interactions with staff. Children engage with sounds through songs, rhymes and games. They quickly learn the sounds that letters make. This fosters children’s early literacy skills. Staff are highly trained. They provide high-quality phonics instruction. Books used for reading practice are carefully matched to the sounds pupils know. Consequently, pupils rapidly develop the skills needed to read fluently and confidently. Pupils who have fallen behind, including those new to the school or new to learning English, receive targeted support to catch up.

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

Reading remains a core focus across all year groups as pupils develop their knowledge of different authors.

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

Pupils behave well throughout the school. Staff sensitively teach pupils about the school’s vision and values. For example, pupils learn about relationships, equity, empathy and tolerance. The school maintains a focus on prioritising attendance. Leaders are doing all they can to ensure that pupils attend school regularly. As a result, attendance is improving.

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

There is a strong provision for pupils’ broader development. Pupils are encouraged to develop their leadership skills, for example, through taking on meaningful roles such as school councillors and house captains. Pupils learn how they can make a positive contribution to their communities and that their views matter. A well-structured provision for pupils’ personal, social and health education ensures that pupils learn about diversity. They explore various beliefs and cultures, including through visits to local places of worship. This means that pupils have a strong understanding of difference and are very respectful of others. 3 and 4 June 2025

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School leaders are ambitious to continue driving further improvement for pupils. Their actions have sustained the progress since the last inspection effectively. Staff feel valued and appreciate the extensive training and networking opportunities available. They say that leaders are careful to manage their workload. Trustees and those on the local governing body possess a thorough understanding of the school. They carry out their responsibilities effectively by regularly monitoring and checking school information. Statutory responsibilities are diligently met.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 On occasions, the curriculum is not as well adapted to meet the individual needs of pupils with SEND as it is on others. This means that some pupils with SEND find it harder to learn successfully. The school should ensure that teachers are supported to know how to better adapt learning for pupils with SEND across the curriculum.

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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 school to be good for overall effectiveness in April 2016. 3 and 4 June 2025

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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). 3 and 4 June 2025

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School details

Dates of previous inspection 19 and 20 November 2019, under section 8 of the Education Act 2005

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Information about this school

 The school is part of The Kemnal Academies Trust (TKAT).  The school uses two unregistered and one registered 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 their evaluation of the school.  The inspector met the headteacher and other staff. There was a meeting with the director of education from TKAT multi-academy trust. There was also a discussion with the chair of the local governing body. 3 and 4 June 2025

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 The inspector visited a sample of lessons, spoke to teachers, spoke to curriculum leaders, 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 considered responses to Ofsted Parent View, including the free-text comments. There were also informal discussions with parents at the end of the school day. The inspector considered responses to Ofsted’s online staff survey.

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Inspection team

Liz Bowes, lead inspector Ofsted Inspector 3 and 4 June 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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