The Haven Church of England Methodist Primary School

School

Address: Atlantic Drive, Sovereign Harbour South, Eastbourne, East Sussex, BN23 5SW Unique reference number (URN): 149523

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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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Achievement Expected standard

Pupils generally progress securely through the curriculum across year groups and key stages. They produce high-quality work and build knowledge over time. By the end of key stage 2, outcomes in reading, writing and mathematics are close to national averages. Writing remains impressive, with pupils producing high ‑ quality work built on strong foundations. Disadvantaged pupils and those with special educational needs and/or disabilities typically achieve in line with their peers when well ‑ targeted support is in place.

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Achievement Expected standard

Phonics outcomes remain close to national benchmarks, and pupils who need to catch up receive focused teaching that helps them to secure foundational reading skills. Where provision is strongest, teachers use effective scaffolding and adaptations that enable pupils to learn well. This effective practice begins well in the early years. As a result, most pupils are well prepared for their next steps in education.

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Attendance and behaviour Expected standard

Leaders’ work to improve attendance has had clear and sustained impact. Overall attendance is above national figures and persistent absence has reduced. Attendance for pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged has improved and is stronger than that of similar pupils nationally. Where attendance remains low for a small number of pupils, leaders act quickly and with increasing effectiveness, using targeted strategies such as 'soft starts' and personalised support to secure further improvement. Staff share a strong commitment to promoting high attendance. They understand their role in ensuring pupils attend regularly.

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Attendance and behaviour Expected standard

Pupils’ behaviour across the school is usually calm, orderly and respectful. Leaders have established clear expectations that staff apply consistently. This creates a positive environment in which pupils feel known, supported and cared for. Relationships are warm and nurturing across the school. Staff understand the school’s behaviour policies well and make appropriate adjustments for pupils with SEND so they can meet expectations. Pupils’ attitudes to learning are generally positive, although a small number can, at times, be passive in lessons. Bullying is not tolerated. When concerns arise, leaders respond swiftly, consistently and effectively. The school deals promptly with any form of discrimination, harassment or unkind behaviour, ensuring pupils feel safe and able to learn.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching. They use this insight to make informed decisions that drive improvement. Leaders construct and refine an ambitious, broad and balanced curriculum that equips pupils with the knowledge they need for their next steps. Leaders ensure that teachers develop the subject knowledge required to implement the curriculum effectively, providing appropriate support and training. Across subjects and phases, the curriculum is coherently designed and sequenced so that pupils build knowledge cumulatively over time. Pupils in the early years and primary phase receive the teaching they need to secure strong foundations in reading, writing and mathematics. Where pupils need to catch up, including older pupils, teaching is focused and effective. The curriculum extends pupils’ spoken and written language, with explicit attention to vocabulary development. Leaders and staff know

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Curriculum and teaching Expected standard

pupils’ needs well. They adapt teaching appropriately for disadvantaged pupils, those with special educational needs and/or disabilities and those known to children’s social care, making adjustments that help pupils overcome barriers to learning and wellbeing. As a result, most pupils achieve well. Leaders recognise that some variation in quality remains across classes and are acting to secure greater consistency.

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Early years Expected standard

Children are flourishing in early years. Interactions between staff and children are of high quality. Staff model ambitious vocabulary, use purposeful questioning and create opportunities for children to develop their language skills. The curriculum supports secure progress through the early years curriculum, with a clear emphasis on communication as the foundation for learning. Reading is prioritised from the start. Children in Reception learn phonics systematically and securely, recalling previously taught sounds with increasing confidence. This reflects the impact of effective teaching and well ‑ embedded routines.

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Early years Expected standard

The curriculum is well sequenced and builds on what children know. It is adapted to reflect children’s interests and address identified needs, including emotional development, physical development and speech and language. Staff make appropriate adaptations for children with special educational needs and/or disabilities. Outside provision, including outdoor learning in the school's woodland area, further strengthens children’s confidence, cooperation and resilience. Learning environments indoors and outdoors are language-rich, with high ‑ quality texts and resources that promote early number, vocabulary and early writing.

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Early years Expected standard

Children are well prepared for their next stage of learning. Leaders ensure successful transition into Year 1 with thoughtful development of the curriculum. Partnerships with parents and carers are positive and contribute to children’s progress, particularly in early reading. Pastoral care is positive, so children feel safe, supported and ready to learn.

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Inclusion Expected standard

Leaders identify and assess pupils’ individual needs accurately, including those who are disadvantaged, those with special educational needs and/or disabilities (SEND) and pupils known or previously known to children’s social care. Their close work with the Virtual School ensures that children who were previously looked after receive well ‑ targeted support. Leaders reduce barriers to learning and wellbeing through strategic use of reasonable adjustments, carefully planned interventions and inclusive practice. These help pupils to participate fully in school life. Staff implement support that focuses effectively on pupils’ wellbeing. However, the precision with which staff review and implement some of this support varies. While training has strengthened staff's understanding, some do not use the information that they find out well enough to provide sharply focused support for all pupils.

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Inclusion Expected standard

Leaders monitor pupils’ progress well. They review the impact of interventions to continually improve support for pupils with SEND. Leaders work with families, external professionals and specialist agencies to shape pupils’ support and raise aspirations. The school uses pupil premium funding appropriately to address disadvantage and improve pupils' experiences. The school’s additional leadership capacity enables leaders to respond to the growing needs of the community. Overall, inclusion practice is positive. Leaders recognise the need for greater precision to secure consistently effective impact across all classes.

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Leadership and governance Expected standard

Leaders, governors and trustees have a clear understanding of the school’s strengths and typically identify the right priorities for improvement. Their evaluation helps the school to focus on areas that will have the greatest impact on pupils’ learning and wellbeing. Leaders consistently place pupils’ best interests at the centre of the school’s work. The school is outward ‑ facing and engages well with the trust and wider networks to strengthen capacity. This collaborative approach enhances leaders’ ability to refine practice and maintain standards. This includes careful consideration of the needs of disadvantaged pupils, those with special educational needs and/or disabilities (SEND), pupils known to children’s social care and others who may face barriers to learning. Leaders strive to ensure that these pupils are supported effectively and that provision remains inclusive and ambitious. While support

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Leadership and governance Expected standard

for pupils with SEND is typically effective, more precision is needed to check the impact of provision to ensure success for all. Leaders' oversight of the quality of teaching and learning across the school has identified that more work is needed to ensure high-quality practice across all classes and subjects.

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Leadership and governance Expected standard

Governors and trustees meet their duties with diligence. They monitor the school’s use of resources carefully and hold leaders to account through effective support and challenge, helping to maintain standards over time. Staff benefit from training opportunities to develop their practice. This has ensured a consistent approach to reading, for example. Leaders’ actions to manage staff workload and wellbeing are thoughtful and effective. Staff speak very positively about the support they receive and feel valued in their roles.

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Personal development and wellbeing Expected standard

Pupils develop their spiritual, moral, social and cultural understanding well. They reflect on their own beliefs and experiences and show respect for the values and viewpoints of others. Pupils embrace difference and enjoy learning about a range of faiths. Through discussion in personal, social, health and economic education, assemblies and the wider curriculum, pupils learn to distinguish right from wrong and consider ethical issues thoughtfully. Teachers strengthen pupils' social skills through structured opportunities to collaborate, solve problems and resolve conflict. The school’s nurturing ethos helps pupils to build resilience, cooperation and self ‑ regulation.

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Personal development and wellbeing Expected standard

Pupils generally understand fundamental British values and demonstrate respect, tolerance and an appreciation of cultural diversity. They engage positively with creative, artistic and cultural opportunities, including performances, museum visits and trust ‑ wide events. Leaders make sure that these experiences are accessible for all, particularly benefiting pupils with special educational needs and/or disabilities and those who are disadvantaged. Leaders adapt the personal development programme to meet pupils’ needs, and they track participation carefully to ensure equity and access for all. Relationships education is suitable and age-appropriate, helping pupils to prepare for their future life. Pupils learn how to keep themselves physically and mentally healthy and how to stay safe online and offline. Their understanding of consent and appropriate touch is developing.

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Personal development and wellbeing Expected standard

Leadership roles, charitable work and community links help pupils understand their role in society and contribute meaningfully to others. Pastoral support is a strength of the school. Staff know pupils well and respond quickly when concerns arise. As a result, pupils develop confidence, character and a secure understanding of how to live respectfully and responsibly in modern Britain.

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

The school’s ambition to ‘let your light shine’ shapes a culture in which pupils feel safe, valued and able to flourish. Pupils speak confidently about the trusted adults who help them. Pupils consider that staff listen carefully to any worries they may have. They understand how to keep themselves safe, both in school and online, because leaders ensure that safeguarding is woven through the curriculum and pastoral work. School life reflects the values of compassion, respect, hope, responsibility, justice and courage. These values help to guide pupils’ conduct. Behaviour is positive across the school. Pupils respond well to the clear and consistent expectations and joyful culture of this school. As a result, classrooms are calm and purposeful places where learning is not disrupted.

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

Pupils are not worried about bullying as it is very rare. Pupils know that the school deals with any concerns quickly and fairly. This contributes to pupils’ strong sense of belonging and emotional security. Pupils enjoy their learning and talk with pride about the work they produce and the progress they make. Teachers design learning that captures pupils’ interests to help build their knowledge over time. Consequently, pupils achieve well overall. Attendance is high, including for pupils with special educational needs and/or disabilities and those who are disadvantaged. The school's pastoral systems ensure that pupils start the day positively, arriving happy and ready to learn.

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

Pupils are proud of the leadership roles they hold. They thrive on the responsibilities they are given. Pupils benefit from a rich extracurricular offer, including outdoor learning in the woods, music events and sports activities. Pupils take part in events across the trust and perform on stage. Pupils develop confidence and responsibility with charitable work and visits, including an off-site residential. These experiences broaden pupils’ horizons and enrich their personal development.

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Next steps

Leaders should ensure that support for pupils with special educational needs and/or disabilities is precisely designed and reviewed to enable all pupils to achieve well.

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Team inspectors:

Luisa Gould, Ofsted Inspector Liz McIntosh, Ofsted Inspector Deborah Perkins, 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. Leaders should support all teachers to ensure that lesson activities effectively support the development of high-quality teaching and learning that is consistently embedded across all subjects.

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About this inspection

This school is part of the Diocese of Chichester Academy 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 Talbot, and overseen by a board of trustees, chaired by Jack Dunn.

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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 headteacher, the deputy headteacher/special educational needs coordinator and the assistant headteacher.

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About this inspection

Meetings were also held with a representative from the local governing board and the trust's CEO.

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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 Christian religious character. The last Statutory Inspection of Anglican and Methodist Schools inspection took place in October 2024.

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About this inspection

The school currently uses one registered alternative provision.

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About this inspection

Headteacher: Mrs Rosalie Collett This data is from 24 February 2026

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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 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) 55% 62% 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

2023/24 (final) 76% 74% 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) 74% 72% 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) 68% 74% Close to average

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average

2023/24 (final) 80% 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

2024/25 (revised) 43% 47% Close to average

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average

2023/24 (final) 57% 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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national average

2024/25 (revised) 70% 63% Close to average

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national average

2023/24 (final) 57% 62% 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) 61% 59% 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

2024/25 (revised) 57% 61% 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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national average

2024/25 (2 term) 5.6% 5.2% Close to average

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national average

2023/24 (3 term) 5.3% 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) 14.6% 13.3% Close to average

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national average

2023/24 (3 term) 13.1% 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. 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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