Portfield Primary Academy

Portfield Primary Academy

Address: St James Road, Chichester, West Sussex, PO19 7HA Unique reference number (URN): 138402

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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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Early years Expected standard

Children get off to a positive start in their schooling. Leaders have prioritised developing the curriculum in the early years. Leaders focus on the foundational knowledge and skills in early reading, writing and mathematics that children need to develop. Children access the curriculum successfully, with additional support where needed. This helps them to be well prepared for the next stage in their learning. Staff work closely with parents and carers, to ensure children are ready for Year 1. This includes developing the early reading skills they need. On the whole, staff interactions extend children’s speaking and listening skills well.

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Early years Expected standard

Children in the early years are happy and engaged learners. The provision includes a safe and well-considered outdoor environment. This helps children explore, play and learn together with their peers. Children demonstrate many characteristics of effective learning. For instance, they wait patiently, take turns and listen to each other’s suggestions. Children settle quickly into the school’s routines. This helps them to become sociable and cooperative learners.

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Early years Expected standard

Children have plenty of opportunities to practise their early reading, writing and number skills. When children are learning how to form their numbers and letters, staff support them patiently and correct them in positive ways. This helps them to be proud of their achievements, especially when they can repeat things independently.

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Inclusion Expected standard

Leaders set an inclusive vision for the school that is realised in practice. Everyone is welcomed and supported. Families of vulnerable pupils are extremely positive about how well the school supports them and their children. The school is effective in identifying individual needs and supporting them. Leaders do all that they can to encourage pupils to spend time learning and socialising with their peers.

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Inclusion Expected standard

The school uses a clear, step-by-step approach to support pupils with special educational needs and/or disabilities (SEND). On the whole, teachers adapt tasks and provide extra help so that pupils can access learning. Leaders check pupils’ progress through the curriculum. However, this practice is not consistently embedded.

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Inclusion Expected standard

The school has put in place effective support for the increasing number of pupils who have high needs. These pupils work towards targets on their education, health and care (EHC) plans. Staff are vigilant and make effective changes if new barriers are identified. Additional funding is used well to enable identified pupils to access the full range of clubs and visits that are available.

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Inclusion Expected standard

Leaders responsible for pupils with SEND are skilled and well placed to support their colleagues. Staff receive appropriate training to help vulnerable pupils make progress from their starting points.

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Personal development and wellbeing Expected standard

Pupils benefit from a broad and well-considered personal development programme. This has been carefully designed to meet the diverse range of needs in the school. The programme helps pupils develop confidence, resilience and respect for others. As such, it provides pupils with the education and opportunities they need in order to be prepared for life both in school and beyond.

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Personal development and wellbeing Expected standard

The school’s approach to personal, social, health and economic education (PSHE) is adapted to meet pupils’ needs, including for those pupils with special educational needs and/or disabilities. For example, pupils speak with growing confidence about aspects, such as healthy relationships, stereotypes and treating people equally. Pupils also learn how to look after their physical and emotional health, and how to manage changes as they grow. Pupils are taught how to stay safe online and in the community. They understand who to speak to if they have any worries.

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Personal development and wellbeing Expected standard

Opportunities beyond the classroom are an important feature of school life. A wide range of extra-curricular clubs are available for pupils to take part in. Pupils participate in sports festivals, music performances and educational visits that broaden their experiences. Leaders track participation carefully to ensure that disadvantaged pupils are included and able to benefit.

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Personal development and wellbeing Expected standard

The school actively promotes fundamental British values through assemblies and class discussions. Pupils demonstrate a clear understanding of concepts, such as democracy and the rule of law. Pupils show respect for individual differences, similarities between people and diversity. Through PSHE and assemblies, pupils learn about right and wrong, discuss ethical issues and develop cooperation and conflict-resolution skills.

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Achievement Needs attention

Pupils do not learn consistently well across the curriculum. Leaders know this and are taking appropriate action. However, the impact of leaders’ work is at an early stage and, therefore, is not evident in key stage 2 published outcomes. Pupils’ attainment in reading and mathematics, including disadvantaged pupils, over the past 3 years has been below national expectations. The gap between disadvantaged pupils and those nationally has reduced over the same 3-year period. Some pupils struggle to recall their learning over time, to build on what they have learned before or to make connections. As a result, pupils leave the school not well prepared for the next stage of their education.

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Achievement Needs attention

Children leaving the Reception Year are well prepared for their learning in Year 1. Outcomes in the Year 1 phonics screening check have improved each year and are now in line with the national average.

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Attendance and behaviour Needs attention

Attendance remains consistently below national expectations. Although there has been slight improvement over the last 3 years, overall attendance is still too low. Persistent absence is above national figures for pupils, including disadvantaged pupils. While rates have plateaued over time, too many pupils still do not attend school regularly. As a result, leaders have strengthened their work to improve attendance, including closer tracking and more engagement with families. This work has not had time to show impact in published data. Consequently, many pupils are not benefitting from the curriculum and the school's wider enrichment offer.

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Attendance and behaviour Needs attention

Leaders’ high expectations for behaviour are clear and are applied consistently by staff. Pupils respond positively and understand what is expected of them. Classrooms are calm and purposeful. This enables pupils to learn without disruption. Around the school and at playtimes, pupils are polite and sociable, showing consideration for others. Staff support pupils effectively if their behaviour does not meet the school's high expectations. Leaders have created a respectful and supportive culture, where pupils feel safe. Pupils develop positive attitudes to their learning and future aspirations. They work well independently or in groups.

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Curriculum and teaching Needs attention

Over time, the curriculum has not been taught consistently in line with leaders’ expectations. The teaching of the curriculum is not secure because there is too much variation in how it is delivered across the school. Some teachers do not check pupils’ understanding systematically, including for those with special educational needs and/or disabilities. Teachers do not always ensure that pupils are ready to move on or consistently help them build and connect knowledge over time. As a result, pupils do not learn and remember well in reading and mathematics, including disadvantaged pupils. However, pupils achieve better in writing because teachers adapt their teaching more successfully to pupils’ specific needs.

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Curriculum and teaching Needs attention

Leaders have prioritised curriculum design and sequencing across the school. The curriculum is broad, balanced and ambitious. It sets out precisely what pupils need to know and remember. Leaders review the curriculum regularly and refine it when necessary to help pupils learn better. For example, there is more focused work on the teaching of reading for older pupils to improve their fluency. Staff receive additional training and helpful feedback to strengthen their practice. Leaders have taken steps to check that all staff teach reading well.

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Leadership and governance Needs attention

Leaders’ actions have not led to improvement across aspects of the school’s work quickly enough. They are focused on the right areas of teaching, achievement and attendance. However, their actions have not resulted in the rapid improvement required. This means that pupils’ outcomes and attendance remain below national figures and teaching remains too variable. Leaders are now reviewing and evaluating their actions to ensure they are having the required impact on learning. These processes are at an early stage and have not led to sustained improvement. Leaders and the trust work well together to take decisions in the best interests of all pupils. They now have a secure oversight of the school’s strengths, areas to improve and the reasons for these. For example, the trust shares expertise and feedback that is helping the provision to develop. However, these improvements are recent and it is too soon to see a

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Leadership and governance Needs attention

consistent impact on pupils’ learning and attendance.

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Leadership and governance Needs attention

Staff are overwhelmingly positive about working at the school, particularly regarding how well leaders consider their workload, wellbeing and professional development. Staff fully embrace the well-considered coaching opportunities to strengthen their expertise. This commitment is shared by staff, who work as a unified team with high morale.

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Leadership and governance Needs attention

Parents are effusive about the inclusive education and care their children receive. Many commented on how the school goes ‘above and beyond’ to ensure every child is treated fairly and as an individual, so they feel they truly belong.

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

Pupils are kind and welcoming at Portfield Primary Academy. They are proud to be part of this caring and inclusive school. Pupils in the specially resourced provision for pupils with developmental language disorder are fully involved in every aspect of school life. Some pupils in mainstream classes also benefit from accessing lessons in the specially resourced provision. Leaders and staff remain focused on ensuring that every pupil is treated as an individual and that their voices are heard. Staff know each pupil extremely well and offer effective support so that their needs are met. Developing positive relationships is a top priority.

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

Typically, pupils respond well to leaders’ high expectations of them. The school is ambitious for all pupils to succeed academically and is putting in place the right help for those who need it. However, pupils’ achievement over time and across the breadth of the curriculum remains too variable. Some pupils leaving key stage 2, including disadvantaged pupils, are not well enough prepared for the next stage in their education.

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

Pupils value their learning. They are engaged in lessons and in the wide range of activities on offer. Pupils show each other respect and tolerance. Older pupils demonstrate maturity and develop their character, when debating a range of ethical questions. They also act as impressive role models, leading and organising games with younger pupils at playtimes.

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

Staff care deeply about pupils, their families and the community they serve. They notice subtle changes in mood or behaviour and respond with empathy. Staff provide bespoke opportunities for pupils to talk and to be listened to. Pupils benefit from highly effective pastoral care. Pupils say that bullying is rare. Any issues that do arise are resolved quickly and effectively.

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

Most pupils attend school regularly, but too many, including disadvantaged pupils, still miss too much school. This makes it harder for them to achieve well.

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Next steps

• Leaders should ensure that teaching is consistently effective so that pupils, including those who are disadvantaged, achieve securely across the curriculum, particularly in reading and mathematics. • Leaders should ensure that teachers check pupils’ prior learning and address gaps, so that all pupils, including those who are disadvantaged, build and connect knowledge over time. • Leaders should continue their work to improve pupils’ attendance and reduce rates of persistent absence, so that all pupils, including disadvantaged pupils, benefit from regular attendance and full access to the curriculum. • Leaders and the trust should evaluate the impact of improvement actions more sharply and ensure that these lead to sustained improvement in teaching, pupils’ outcomes and attendance across the school.

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About this inspection

This school is part of The Kemnal Academy Trust (TKAT), which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Russell Hobby, and overseen by a board of trustees. The chair of trustees is Gaenor Bagley.

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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

During the inspection, inspectors spoke with the headteacher, other senior leaders and school staff. The lead inspector met with a trustee and representatives of the trust.

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About this inspection

The inspectors confirmed the following about the school:

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About this inspection

The school has a specially resources provision which caters for up to 16 pupils with speech, language and communication needs who have EHC plans.

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About this inspection

The school currently does not use any alternative provision.

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About this inspection

The school manages a breakfast and after-school club.

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Lead inspector:

Gareth Flemington, His Majesty's Inspector

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Team inspectors:

Rebecca Greenhalgh, Ofsted Inspector Sukwinder Samra, Ofsted 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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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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What does this mean?

The type of Special Educational Needs provision provided at the school (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics 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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average

2024/25 (revised) 67% 72% Close to average

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average

2023/24 (final) 69% 72% Close to average

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average

2022/23 (final) 73% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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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mathematics

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

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average

2023/24 (final) 46% 46% Close to average

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average

2022/23 (final) 50% 44% Close to average

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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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average

2022/23 (final) 50% 60% Close to average

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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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average

2024/25 (revised) 67% 59% Close to average

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average

2023/24 (final) 69% 58% Close to average

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average

2022/23 (final) 69% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2023/24 (final) 62% 59% Close to average

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average

2022/23 (final) 56% 59% Close to average

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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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mathematics

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

The percentage of disadvantaged pupils meeting the expected standard in mathematics 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 standard 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 standard 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

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