Desmond Anderson Primary Academy

Inspection of a school judged good for overall effectiveness before September 2024: Desmond Anderson Primary Academy Anderson Road, Tilgate, Crawley, West Sussex RH10 5EA

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Outcome

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

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Outcome

The principal of this school is Managey Powys. This school is part of the University of Brighton Academies 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 Blackman, and overseen by a board of trustees, chaired by Siobhan Denning.

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What is it like to attend this school?

Everyone is welcome at Desmond Anderson. Pupils are very happy to be in school and cannot wait to get into the playground at the start of the day. The school’s inclusive atmosphere means that everyone happily joins in with all that school has to offer. Pupils enthuse about clubs, trips and activities and those in Year 6 talk excitedly about the recent residential trip. The school regularly hums with the joyful sound of pupils singing during music lessons, including pupils in the school’s specialist support centre (SSC), who performed songs beautifully during the inspection. Children in the early years thoroughly enjoy the wide range of interesting activities provided. Strong relationships and clear routines have helped them to settle into school life very well.

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What is it like to attend this school?

Pupils say that everyone is kind in school. They are confident about talking to an adult if they have any worries and know that they will help to sort out any problems. Staff take good care of pupils, who feel safe and comfortable as a result. Pupils understand the school’s high expectations. They work hard, behave well and are very polite. Pupils speak with understandable pride about their learning.

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A range of factors have impacted on the school’s work since the previous inspection, including some changes in staffing. These factors led to some historic variations in the quality of teaching and the curriculum which have been reflected in pupils’ achievement in national tests. However, the school has worked resolutely to address this. Improvements in the curriculum have ensured that pupils study an ambitious and well-organised curriculum in all subjects. This starts in the early years, where the curriculum sets out clearly the important knowledge that children should learn and when. Many pupils arrive part way through the school year. The school identifies the starting points of these pupils promptly and ensures that they get the help they need to make progress through the curriculum. Overall, pupils are well-prepared for the next stage of their education.

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The provision for pupils with special educational needs and/or disabilities (SEND) is a significant strength. The school identifies clearly the support that pupils with SEND require. It ensures that staff know pupils’ individual plans and pastoral needs well. This enables staff to adapt teaching so that these pupils achieve ambitious learning goals. Pupils in the SSC receive highly effective support from well-trained staff so that they access the full curriculum. They are valued members of the school community and are fully involved in school life.

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The school provides high-quality staff development. Teachers use their strong subject knowledge to present information clearly and model learning effectively. They help pupils develop their ideas using subject-specific vocabulary. Sometimes, however, teachers do not check what pupils know and understand carefully enough before moving them on to new learning. This means that key gaps in pupils’ knowledge and understanding are not identified and addressed well enough.

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Reading is central to all learning. Children in early years are introduced to phonics from the moment they join the school. Teachers develop children’s love of reading through rhymes and songs. For the youngest children, adults ensure a strong focus on the development of communication and language skills, reinforcing key vocabulary through a wide range of activities. The school identifies and supports those who have fallen behind well. Staff deliver the school’s phonics programme effectively. As a result, pupils become confident and fluent readers. The quality and accuracy of pupils’ written work is variable, however. While pupils learn to write successfully for an appropriately wide range of audiences, the teaching of grammar, punctuation, spelling and letter formation is less well developed. This hampers their ability to communicate their ideas fluently in writing.

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Pupils are well prepared for life in modern Britain. They learn about different religions and festivals. Pupils also learn important life lessons in topics such as healthy relationships and online safety. Children in the early years learn about how to work with others collaboratively, reinforcing the community feel of the school. Pupils enjoy a wide range of activities that extend their learning beyond the classroom. These include trips to museums, theatres, art galleries and a farm. Pupils relish taking part in an interesting range of opportunities and experiences which harness their talents and interests. The singing, art, dance and multi sports clubs are particular highlights. 24 and 25 June 2025

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Trustees and members of the local governing body have an accurate oversight of the school’s work that they use to support and challenge school leaders very well. Managing staff workload and well-being is a key priority. Staff feel well supported and value the professional development and wider specialist support the trust provides.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Sometimes, teachers do not check what pupils know and understand carefully enough before moving them on to new learning. When this is the case, key gaps and misconceptions are not addressed effectively. As a result, some pupils do not learn as well as they could. The school should ensure that all staff know how to use assessment efficiently to help all pupils progress effectively through the curriculum.  Aspects of the writing curriculum, including the use of grammar, punctuation, letter formation and spelling, are not taught effectively enough. Where this is the case, the quality and accuracy of pupils’ written work is variable. The school should ensure that staff have the knowledge they need to teach these key skills consistently well across the 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. 24 and 25 June 2025

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This is the first ungraded inspection since we judged the school to be good for overall effectiveness in October 2019.

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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). 24 and 25 June 2025

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School details

Chair of trust Siobhan Denning (interim chair of trust)

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School details

CEO of the trust Mark Blackman (interim CEO)

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School details

Website www.desmondandersonprimaryacademy.co. uk Date of previous inspection 15 and 16 October 2019, under section 5 of the Education Act 2005

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Information about this school

 The school is part of the University of Brighton Academies Trust.  The school does not currently use any alternative provision.  The vice principal was appointed in September 2023.  The school’s SEND lead has been in role since May 2023. She is also teacher-in-charge of the SSC.  The school has provision for two-year-olds.  The school has a specially resourced provision, called the SSC, for 20 pupils who have an education health (EHC) plan with a primary need of autism spectrum disorder (ASD).

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 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school.  Inspections are a point-in-time evaluation about the quality of a school’s education provision.  The inspector met with the principal, vice principal, and other senior leaders. She also met with a trust representative and the chair of the local governing body.  Inspectors visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The views of pupils, parents and staff were gathered through a range of sources, including discussions and Ofsted’s surveys. The inspector spoke with pupils in lessons and at other times of the school day. She also met with a group of pupils.  To evaluate the effectiveness of safeguarding, the inspector reviewed the single central

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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.

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Inspection team

Julie Sackett, lead inspector His Majesty's Inspector 24 and 25 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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