Ark Castledown Primary Academy

Ark Castledown Primary Academy

Address: Priory Road, TN34 3QT Unique reference number (URN): 144083

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Exceptional

Castledown is an extremely inclusive school. Leaders adopt a highly determined, coordinated approach to support pupils with a wide range of needs. The whole staff team, external professionals and parents and carers work very well together to ensure that all pupils have a profound sense of belonging, especially when they join partway through the year.

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Inclusion Exceptional

Staff quickly identify pupils’ needs, especially those with special educational needs and/or disabilities. Staff are experts in using the best strategies to reduce barriers and aid success. If a pupil finds any aspect of their learning difficult, their provision is changed to give them the tools, resources and strategies that they need to achieve both academically and personally. Communication and language development underpins all learning. Staff work with external agencies such as speech and language therapists to develop effective programmes of support for pupils.

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Inclusion Exceptional

Leaders create a highly inclusive culture for all pupils. The pupil premium is used extremely effectively to remove any barrier to pupils being able to achieve, belong and thrive. This ranges from ensuring pupils can easily access extra-curricular clubs to providing additional help so that pupils achieve high standards by the end of key stage 2.

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Achievement Strong standard

Pupils achieve well. Pupils with low starting points catch up rapidly, especially in communication and language, and social and emotional development. Consequently, attainment across a range of subjects over time is above average, including phonics, and the combined reading, writing and mathematics outcomes at the end of key stage 2. Disadvantaged pupils' attainment is above other pupils nationally.

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Achievement Strong standard

Pupils' work across a range of subjects is of high quality. Pupils retain knowledge well across a range of subjects. They enjoy learning new vocabulary and use this language confidently, modelling the school’s value of eloquence routinely. Adaptations for pupils with special educational needs and/or disabilities allow them to demonstrate their learning should their writing not be as advanced as their subject knowledge.

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Achievement Strong standard

Pupils are well prepared for their next stages. The most disadvantaged and vulnerable pupils get bespoke support to be ready for secondary school.

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Attendance and behaviour Strong standard

As a result of the school's highly effective work to promote regular attendance and positive behaviour, pupils flourish, feel welcome and develop a real sense of belonging. The school’s detailed and precise work with pupils and families results in notable improvements in attendance over time, and some rapid improvements for individuals. For example, pupils with special educational needs and/or disabilities and disadvantaged pupils attend more regularly than their peers nationally. The proportion of pupils who are persistently absent is reducing because staff know pupils’ barriers and work well to remove them, including the thoughtful use of external agencies. Several pupils leave the school during the year, for example when families move to other locations. The school does everything it can to check pupils' safe destinations.

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Attendance and behaviour Strong standard

Pupils' behaviour is extremely positive. Pupils understand and respect deeply leaders' high expectations so that they demonstrate the school's values consistently well. Pupils who need it receive timely extra help to manage their emotions successfully. Staff help pupils to build self-esteem and social skills. Interactions throughout the school are extremely warm. Bullying is rare and not tolerated.

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Curriculum and teaching Strong standard

The curriculum is very ambitious across all subjects. Each subject is designed carefully to develop pupils’ subject expertise, alongside having a clear, highly appropriate focus on communication and language development. Starting in the early years, staff extend spoken vocabulary deliberately, building on children’s prior knowledge very well. Leaders emphasise the essential, fundamental building blocks that pupils need. For example, the mantra of ‘position, pencil grip and posture’ is embedded into routines consistently.

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Curriculum and teaching Strong standard

Leaders have a deep understanding of pupils’ starting points and how well the curriculum is implemented in response to these. They ensure that no learning time is wasted. Teachers are well trained in how children learn and demonstrate high levels of subject knowledge across the curriculum. For example, phonics and mathematics teaching is precise and highly effective. Staff scaffold, model, extend and develop pupils’ ideas consistently and with success. Staff are highly focused and determined in helping pupils to overcome any barriers or close gaps in key knowledge quickly. Consequently, adaptations to learning for pupils with special educational needs and/or disabilities, those who speak English as an additional language, and for other disadvantaged pupils, are timely and personalised. Staff throughout the school help pupils to develop the confidence they need to engage in and talk about their learning successfully.

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Early years Strong standard

The curriculum is very well designed so that children’s knowledge and skills build cumulatively and securely. Provision for 3-year-olds is thoughtful and matched well to children’s developmental needs. Effective partnership work with parents and carers helps staff to identify and build on children's early knowledge and starting points robustly.

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Early years Strong standard

Expert staff create purposeful activities that support children’s learning well. They listen and respond skilfully to children. Lessons are extremely well taught and supported by high- quality interactions. Staff rightly focus on language, relationships and vocabulary building. For example, staff use specific vocabulary intentionally, which children then know, understand and use in their everyday language. The environment is carefully designed so that children access activities that develop foundational knowledge. Activities are intentional and strengthen children’s understanding. For example, children practise key number skills daily. Reading through phonics is prioritised and taught knowledgeably. Pupils quickly get to grips with the knowledge they need to read and write.

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Early years Strong standard

Overall, above-average proportions of children reach a good level of development. Disadvantaged children, including those with special educational needs and/or disabilities and those who are new to speaking English, receive the guidance and extra help they need to develop a clear understanding across the areas they need to make a successful move into Year 1.

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Leadership and governance Strong standard

Leaders work closely with governors and trustees to create a culture of high expectations and professionalism. Leaders at all levels have a sharp understanding of the school’s effectiveness. They monitor its work closely and engage in constant, reflective practice to ensure the school’s offer meets pupils’ needs consistently well. This ensures that the school’s many strengths are celebrated and that any areas for further development strengthen quickly.

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Leadership and governance Strong standard

The effectiveness of leaders' actions can be seen clearly in the raised standards across the school, the highly consistent approach to teaching learning and curriculum and the precision with which the most vulnerable pupils are looked after. The school shares many aspects of its work nationally, both within ARK Schools trust and with other schools and trusts across the country.

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Leadership and governance Strong standard

Leaders have established positive relationships across the school community. They know children and families very well. Leaders’ clear focus on supporting disadvantaged pupils and pupils with special educational needs and/or disabilities has a significantly positive impact in the school’s community overall.

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Leadership and governance Strong standard

Staff develop detailed subject knowledge as a result of an extensive range of professional learning, mentoring and coaching provided by the school and academy trust. Staff repeatedly say they love working at the school. They feel very well supported with their workload and wellbeing.

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Personal development and well-being Strong standard

The personal development programme brings together a range of thoughtful, connected experiences for pupils in highly effective ways. ‘Life lessons’, such as learning about managing money, are taught explicitly and help to prepare pupils for life beyond school. Pupils feel safe. They know about road safety, for example, and the immediate road risks around the school. Pupils develop detailed knowledge as a result of effective relationships and health education, including about the possible risks involved in using the internet.

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Personal development and well-being Strong standard

Pupils are inspired by the school’s personal development programme. By undertaking a series of activities throughout their time in school, they connect increasingly with the wider world. This especially supports the most disadvantaged pupils’ personal development and wellbeing. Pupils feel empowered to contribute to school life through responsibilities such as becoming school councillors and prefects. Pupils value the opportunities to connect with others and with culture and the arts. Pupils talk fondly about the memories they create at school, such as the Remembrance Day commemorations and the town's ‘umbrella parade’. Numerous workshops and activities support artistic, musical, sporting and cultural development well.

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Personal development and well-being Strong standard

Pupils learn about the importance of respecting people's differences, as well as fundamental British values, through the curriculum and regular assemblies. Pupils develop a deep knowledge and understanding of their school values of eloquence, grit, responsibility, confidence, kindness and curiosity. They proudly demonstrate these values throughout their time in school. Pupils value staff at the school. They behave with integrity and cooperate consistently well with others.

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Personal development and well-being Strong standard

Thorough record-keeping and data analysis help leaders ensure that pastoral support is effective. Leaders' monitoring of club attendance, for example, helps more pupils to benefit from the school's broad offer. Activities, including educational trips and visits, are purposeful, deliberate and have a clear, positive impact on pupils’ personal development experiences.

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What it's like to be a pupil at this school

Pupils thrive at this highly inclusive school. They have a clear sense of belonging and feel safe. Pupils are confident and proud of their school. They especially enjoy making a difference in their community, for example through improving their allotment, performing in the Hastings carnival parade, or singing together with other schools in London. Pupils behave with integrity. They display positive attitudes towards staff and each other, and show respect to all. Playtimes and lunchtimes are vibrant and fun. Pupils play happily together. Bullying is rare but dealt with quickly if it ever happens.

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What it's like to be a pupil at this school

Pupils enjoy school and most attend regularly. If any pupils are at risk of lower attendance, they receive highly personalised and thoughtful pastoral care and support to help them attend more frequently.

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What it's like to be a pupil at this school

Children in early years, as well as pupils who join the school in later years, make a strong start, because staff have a deep understanding of the various barriers to learning and wellbeing that pupils may face. They are expert at identifying these barriers quickly, and begin reducing them right from the start. In particular, the school's highly consistent approach to ensuring that pupils develop strong communication and language skills is impressive. The school works closely with parents and external agencies to get the right help and support that pupils need to succeed.

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What it's like to be a pupil at this school

The curriculum is highly ambitious. It is taught consistently well so that pupils’ knowledge and understanding deepens over time. The school’s expert provision for reading and mathematics ensures that pupils, in particular disadvantaged pupils, achieve extremely well from their starting points. Pupils achieve well in other subjects too. Outcomes in national tests and examinations highlight how, by the end of key stage 2, pupils are very well prepared for their next stage of education.

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Next steps

• Leaders should continue with their strategy and implementation of ensuring sustained high attendance for all pupils.

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Team inspectors:

Kate Fripp, His Majesty's Inspector Carl McCarthy, His Majesty's Inspector Jo Brinkley, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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About this inspection

This school is part of ARK Schools, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Lucy Heller, and overseen by a board of trustees, chaired by Tina Alexandrou.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty's Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the head of school, executive headteacher and other school leaders and staff. Inspectors also spoke with the regional director, chair of the board of trustees and local governors. Inspectors contacted one provider of alternative provision. Inspectors spoke to pupils throughout the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school makes use of two unregistered alternative provisions.

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About this inspection

Since the last inspection, the leadership structure has changed. In September 2023, the previous headteacher left the school and the deputy headteacher was promoted to head of school. At the same time, an executive principal was put in place. The inclusion leader took up their role in January 2024.

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About this inspection

The school's nursery provision is registered to admit 2-year-olds. However, it does not currently offer places to this age group. Children can currently join the nursery from age 3.

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About this inspection

Head of School: Ms Rebecca Stewart This data is from 11 November 2025

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and maths

The percentage of pupils meeting the expected standards in a combined reading, writing and maths measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher assessed writing

The percentage of pupils meeting the expected standard in teacher assessed writing.

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Pupils reaching the expected standard in maths

The percentage of pupils meeting the expected standard in maths.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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Disadvantaged pupils reaching the expected standard in reading, writing and maths

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and maths.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher assessed writing.

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Disadvantaged pupils reaching the expected standard in maths

The percentage of disadvantaged pupils meeting the expected standard in maths.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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Disadvantaged pupils reaching the expected standard in reading, writing and maths

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and maths, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in maths

The percentage of disadvantaged pupils meeting the expected standard in maths and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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