St Lawrence CofE Primary School

St Lawrence CofE Primary School

Address: Trinity Road, Hurstpierpoint, Hassocks, West Sussex, BN6 9UY Unique reference number (URN): 139879

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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 Strong standard

Staff consistently maximise opportunities for children to learn through activities and interactions. During both informal times and focused teaching, staff use clear vocabulary and well-chosen prompts to extend learning. This builds effectively on their detailed knowledge of each child and helps staff confidently adapt the curriculum to meet each child's needs and respond to any changing circumstances. Incidental learning opportunities are also maximised to extend learning further. For example, during heavy rain, staff taught children about dressing appropriately and staying safe. They also introduced early mathematics and new vocabulary through water play. Some children learned the meaning of full and empty, while others began to explore simple addition and subtraction using buckets of water. Staff, including support staff, lead these interactions confidently because of the high-quality training and guidance they receive.

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Early years Strong standard

Staff prioritise reading from the start of Reception. Children show confidence and enthusiasm as early readers. They know traditional stories and enjoy phonics lessons. Staff also provide opportunities for children to practise their reading skills outdoors. Effective relationships with parents reinforce learning at home. This partnership supports early identification of needs and helps staff plan smooth transitions into Year 1. As a result, children are generally very well prepared for their next stage of learning.

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Achievement Expected standard

Pupils generally achieve well across the curriculum and make steady progress through year groups and key stages. Outcomes are broadly in line with or above national averages. Leaders use published outcomes, alongside their own checks, to evaluate achievement accurately. Attainment in other year groups reflects the school's sustained focus on phonics and mathematical fluency. This helps pupils secure strong foundations.

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Achievement Expected standard

Pupils with disadvantage, including those with special educational needs and/or disabilities, generally make secure progress from varied starting points. Teachers track these pupils closely and adjust their support to meet need. This progress is evident in pupils' books, where most pupils secure the key knowledge and skills expected for their age. As a result, pupils are usually well prepared for the next stage of education. This is particularly true in subjects where leaders continue to strengthen checks on pupils' learning.

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Attendance and behaviour Expected standard

Pupils generally show a positive attitude to school, which supports their attendance. Leaders have made steady progress in improving the attendance of pupils who are disadvantaged. Leaders work closely with families and external agencies, and this has helped reduce the number of pupils who do not attend school regularly. As a result, attendance for most pupils is typically above national averages. Leaders continue to prioritise the attendance of pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Despite positive improvements, leaders have not yet secured consistently high attendance for these groups. Leaders have identified this clearly and continue to take action to further improve outcomes.

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Attendance and behaviour Expected standard

Leaders set clear routines and expectations for pupils' behaviour, which staff apply consistently across the school. Staff receive specific training and guidance to support a calm, orderly and respectful environment. This approach helps staff build trusted and caring relationships with pupils. Leaders help staff to adapt behaviour strategies for pupils with SEND, and these are usually applied well. Pupils understand expectations and manage their behaviour positively. Any disagreements are resolved quickly, and pupils trust staff to address bullying and negative behaviour on the rare occasions when they occur. Leaders promote a culture where staff know pupils well and deal with discrimination, harassment or abuse swiftly and consistently.

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Curriculum and teaching Expected standard

Leaders understand the quality of the curriculum and make informed decisions to further improve teaching. The teaching of reading is a strength of the school. Leaders provide a robust early reading offer that helps pupils secure this essential knowledge. Pupils learn letters and sounds in a clear sequence, and staff track their progress carefully. Leaders invest in subject knowledge development for all staff, which generally equips teachers to deliver the curriculum accurately and effectively.

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Curriculum and teaching Expected standard

Leaders have constructed a broad and balanced curriculum that prepares pupils well for their next steps. Staff encourage a shared enjoyment of inquiry and learning. Pupils enjoy the breadth of the curriculum that they have and speak enthusiastically about their learning in subjects such as science, art and geography. Leaders secure high-quality teaching in mathematics through an approach that matches learning closely to pupils' knowledge and skills. Pupils build knowledge over time, across the curriculum, although teaching sometimes misses opportunities to deepen understanding further. Staff know pupils well and plan carefully for disadvantaged pupils and those with special educational needs and/or disabilities. Teachers identify reasonable adjustments and usually apply them effectively, although leaders recognise that sometimes adaptations are not yet consistently embedded into classroom practice.

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Inclusion Expected standard

The school identifies and assesses pupils' individual needs promptly. Leaders typically use this information well to plan graduated support. This successfully reduces these barriers to learning and wellbeing. Leaders often extend these approaches beyond academic help. For example, they provide swimming sessions for pupils with sensory barriers. Leaders place inclusion at the centre of the school's ongoing development. Training is delivered through a mix of internal and external providers. This training typically builds staff confidence in applying the school’s planned approach.

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Inclusion Expected standard

Leaders check pupils' progress regularly and review the impact of their interventions through provision plans. Leaders use these reviews to further adapt support and to guide the use of any additional funding they receive. Where pupils need alternative provision, leaders work with the local authority and parents to source appropriate placements. Close partnerships here provide leaders with assurance about the quality and suitability of the provision.

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Inclusion Expected standard

Leaders share information appropriately with parents, professionals and external agencies. They work effectively to co-produce plans that reflect pupils' needs and aspirations. Leaders collaborate with the West Sussex Virtual School to support pupils who are known or previously known to children's social care. This collaboration provides consistent, joined-up support that benefits pupils' learning and development.

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Leadership and governance Expected standard

The school places pupils at the centre of decision-making. The school has undergone significant change since the last inspection, but the members of the senior team, including the current interim leaders, show commitment to the school and the wider community. They understand their impact on pupils who are most vulnerable and give clear priority to those with special educational needs and/or disabilities and other disadvantages. Monitoring and support activity focuses carefully on these groups.

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Leadership and governance Expected standard

Those responsible for governance and school improvement typically hold an accurate view of the strengths and areas for development and prioritise actions in a structured way. Staff wellbeing and workload remain an important consideration in improvement planning. Staff feedback indicates that the school usually balances support for wellbeing with high expectations for improvement. The school provides a coherent, well-resourced professional development programme for teachers and wider staff, including trainee teachers. Most staff apply this learning effectively in their daily work. The school checks the impact of their professional learning regularly and uses this information to shape further work. Governors meet their statutory duties and generally provide appropriate support and challenge, particularly in relation to the use of resources.

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Leadership and governance Expected standard

The school engages positively with parents and carers and values their views. Strong links with the wider community, including work with local early years hubs and charitable activity through the local church, contribute to a shared sense of community that typically supports pupils' learning and wellbeing.

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Personal development and wellbeing Expected standard

The school's vision and values are visible across daily school life. Leaders reinforce these values through daily assemblies, which pupils engage with positively. Pupils enthusiastically display these school values and can explain how they apply them in their behaviour towards others. This supports pupils in developing positive social skills. They show politeness and respect towards peers and adults. Most pupils recall the fundamental British values and show growing awareness of fairness and how to treat others with respect. They remember when and how staff taught these themes through the personal, social and health education curriculum. Pupils demonstrate a generally mature understanding of relationships and sex education content. This includes awareness of consent, healthy relationships and risks to their wellbeing, both online and offline. In some cases, pupils do not yet apply this understanding confidently outside familiar situations. Leaders recognise this and have

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Personal development and wellbeing Expected standard

begun to strengthen curriculum content and revisit key messages to deepen pupils' understanding further. Personal development begins securely in the Reception classes and builds progressively through planned themes, events and milestones. This supports pupils' spiritual, moral, social and cultural development and prepares them well for the next stage of education and life in modern Britain.

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Personal development and wellbeing Expected standard

Leaders provide a broad and generally well-considered extra-curricular programme. The school makes effective use of its space and facilities to support a wide range of clubs and activities. Leaders have had particular success in developing sporting opportunities, which pupils value and enjoy. Leaders also work to ensure the offer remains accessible to all pupils. They specifically target pupils with special educational needs and/or disabilities (SEND) and those with other disadvantages to encourage participation. These pupils benefit from tailored opportunities. For example a recent focused golf activity for pupils with SEND increased confidence and engagement. Leaders further enrich the offer through visiting speakers, trips and events. These experiences help pupils explore interests and support early thinking about ambitious career choices and future pathways that interest them.

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

Pupils achieve well because they enjoy learning. They speak with excitement about what they have learned, with even the youngest pupils enjoying explaining their thinking. They share favourite authors, number facts and wider knowledge, such as what makes a crustacean or why polar bears and penguins never meet. Teaching helps pupils remember key ideas and use them again. Pupils gain a broad range of knowledge across subjects. This prepares them well for the next stage of education. Staff support pupils from their starting points. Pupils who face barriers, including pupils with special educational needs and/or disabilities and disadvantaged pupils, receive help that allows them to make progress and succeed.

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

Pupils belong because they feel included, valued and part of a strong community. Pupils know the school values and talk about them with confidence. They see themselves in the school vision where they, 'Shine like Stars in the Universe'. This gives them a strong sense of identity. Pupils feel well known by staff and listened to. Relationships are warm and trusting. Many families have long links with the school, with parents and grandparents having attended. Pupils enjoy taking responsibility. They value leadership roles and opportunities to work with the local church and wider community.

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

Pupils thrive because they feel safe, respected and confident in school life. Pupils show good manners and treat each other kindly. They trust their peers and adults to act fairly. Pupils say bullying is rare and is dealt with quickly. Differences are welcomed and celebrated. Pupils feel fully included in all aspects of school life. They attend regularly and enjoy coming to school. These positive experiences help pupils grow in confidence. They learn how to be active and caring members of their school and local community.

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Team inspectors:

Linda Appleby, Ofsted Inspector Heather Fearn, Ofsted Inspector Neil Small, Ofsted Inspector

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Next steps

• Leaders should continue to refine their work to promote strong attendance and punctuality for all pupils. This includes maintaining a focus on vulnerable pupils, particularly those with special educational needs and/or disabilities, where a deeper understanding of individual barriers may further support more consistent attendance. • Leaders should continue to develop teachers' use of assessment within lessons to help them make increasingly precise curriculum and teaching decisions. This will help sustain the ongoing work to reduce barriers and support all pupils to participate confidently in lessons.

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About this inspection

This school is part of a single-school academy trust, which means other people in the trust also have responsibility for running the school. The trust is run by the interim headteacher, Jeremy Way, and overseen by a board of governors, chaired by Ian McBain.

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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 pupils, parents, staff, governors and local authority representatives during 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

This school is registered as having a Church of England religious character. The school is part of the Diocese of Chichester. The school's most recent Statutory Inspection of Anglican and Methodist Schools inspection was in April 2018.

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About this inspection

The school makes use of one unregistered alternative provision.

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About this inspection

The school has undergone significant change since the last inspection in 2021. In particular, there has been a change of headteacher. The current headteacher is an interim position, and a new headteacher will assume the post in April 2026.

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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. National average: 26.3%

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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 mathematics

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

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average

2024/25 (revised) 64% 62% Close to average

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average

2022/23 (final) 59% 60% Close to average

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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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average

2024/25 (revised) 81% 75% Close to average

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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) 72% 72% Close to average

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average

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

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average

2022/23 (final) 74% 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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average

2024/25 (revised) 80% 74% Close to average

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average

2022/23 (final) 67% 73% Close to average

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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) 43% 46% 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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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 mathematics

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

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average

2024/25 (revised) 50% 61% Close to average

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average

2022/23 (final) S 59% S ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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national average

2024/25 (2 term) 5.0% 5.2% Close to average

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national average

2023/24 (3 term) 5.5% 5.5% Close to average

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Persistent absence

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

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national average

2024/25 (2 term) 12.5% 13.3% Close to average

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national average

2023/24 (3 term) 13.0% 14.6% Close to average

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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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