Clapham and Patching CofE Primary School

Clapham and Patching CofE Primary School

Address: The Street, Clapham, Worthing, West Sussex, BN13 3UU Unique reference number (URN): 148170

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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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Attendance and behaviour Expected standard

Leaders place a high priority on improving attendance and understand the specific challenges the school faces. Leaders monitor attendance closely and intervene quickly. They use detailed knowledge of pupils and families to provide timely, targeted support. Staff know the community well. They check in immediately if anyone is absent. Their work is increasingly effective. Attendance has risen year on year for all groups of pupils. However, it is not yet where leaders intend it to be. Where pupils face the greatest barriers, leaders act swiftly and supportively so that these pupils attend school regularly and establish positive habits. Staff also keep a close watch on pupils who learn off site or through alternative provision, making sure they are attending and are safe.

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Attendance and behaviour Expected standard

Pupils' behaviour is typically positive. In lessons, most pupils are focused and have positive attitudes to learning. Around school, pupils interact kindly. They show respect for adults and each other and play together well. Staff ensure that any incidences of discrimination or unkind behaviour are addressed swiftly. Leaders work together with staff to ensure there is a consistent approach to behaviour. Staff promote clear routines and positive relationships, which pupils respond to well. Effective pastoral support helps pupils to regulate their emotions and improve their behaviour when needed. Suspensions are rare and used appropriately. As a result, pupils experience a calm, orderly and safe environment in which they learn.

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Early years Expected standard

Children make a positive start to school life and typically achieve well. They settle quickly and respond to the high expectations staff have for their behaviour. Warm, secure relationships help children to feel safe, confident and ready to explore. Partnership work, including effective collaboration with parents and carers, is well established and contributes positively to children's progress in the early years. Staff model language effectively so that children learn to listen, take turns and sustain focus. As a result, children develop into independent and curious learners.

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Early years Expected standard

The early years curriculum is well planned and sequenced across the 7 areas of learning. Leaders ensure that children build knowledge logically over time. The environment is carefully designed to support this. Staff prioritise communication and language. Children use new vocabulary with increasing confidence. Early reading is introduced through well-chosen approaches, including effective phonics teaching and purposeful activities to develop children's vocabulary. Children also develop secure early mathematical understanding through structured opportunities to explore number and pattern.

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Early years Expected standard

Staff support children with special educational needs and/or disabilities and those with other barriers to learning. Staff identify needs early. They adapt teaching appropriately so children can learn alongside their peers. Transition into key stage 1 is seamless. Children benefit from interactions with older pupils. Children are well supported to continue building the basic skills and knowledge they need for Year 1.

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Inclusion Expected standard

Leaders set a clear, inclusive vision that prioritises pupils' pastoral needs so they are settled and are well prepared for learning. This underpins increasingly effective systems for identifying and supporting pupils' emerging and changing needs. The systems in place to review pupils' needs are well established. Staff identify concerns early. They engage parents and carers promptly and draw on specialist advice to shape responsive support.

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Inclusion Expected standard

Leaders are developing the effectiveness of teaching that meets the needs of all learners in lessons. Staff training is effective. Staff take growing ownership of the strategies in place for the pupils they work with. There is some variation in how consistently staff use individual learning plan targets in their daily classroom practice. Targets sometimes emphasise interventions more than the high-quality teaching that supports most pupils to keep up. Leaders are rightly focusing on refining teaching strategies so that they are fully embedded to meet the needs of all within the classroom.

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Inclusion Expected standard

Leaders understand pupils' individual barriers well. This is particularly the case for pupils who are disadvantaged and those with special educational needs and/or disabilities. Pastoral, academic and enrichment support is helping more pupils to overcome barriers. The use of additional funding to support disadvantaged pupils is prioritised effectively. This is also improving pupils' attendance, confidence and engagement. As a result, many pupils with additional needs are increasingly successful when learning alongside their peers. The school's inclusive ethos ensures pupils feel a secure sense of belonging.

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Leadership and governance Expected standard

Leaders make decisions in the best interests of pupils. They have established a clear ethos in which pupils' needs sit at the heart of the school's work. Leaders understand the school's context well and have strengthened its position as a valued part of the local community. They know the school's strengths and the areas that need further development. They act quickly and appropriately when they identify the need for improvement. Overall, improvements are effective, though some aspects require further time to embed. Leaders have rightly prioritised improvements in handwriting, spelling and curriculum implementation.

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Leadership and governance Expected standard

Leaders promote high expectations across the school. Staff share these expectations and are proud to work here. Leaders take careful account of staff workload and wellbeing. Professional learning is carefully considered and rooted in the school's priorities. It supports staff to develop their expertise and sharpen their practice.

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Leadership and governance Expected standard

Relationships with parents, carers and the wider community are secure. Leaders draw on these partnerships to provide effective support and guidance for pupils, particularly those who are disadvantaged, those with special educational needs and/or disabilities and those who face additional challenges.

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Leadership and governance Expected standard

Governors and trustees understand their statutory duties well and fulfil them effectively. They have an informed understanding of the school's strengths and challenges. They use this to provide appropriate support and constructive challenge. They monitor leaders' actions

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Needs attention

closely, ensuring decision-making remains in pupils' best interests. There is a shared sense of pride in the school from all stakeholders.

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Personal development and wellbeing Expected standard

Leaders have designed a broad and well-sequenced personal development programme. It builds pupils' knowledge and skills for later life. This programme helps pupils grow in confidence and understand how to contribute positively to their school and wider community. Pupils learn about staying safe online, the changes they will experience as they grow older and how to be active, responsible citizens. Pupils remember most key ideas well. However, some pupils still find concepts such as consent and peer pressure harder to remember and discuss clearly.

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Personal development and wellbeing Expected standard

Pupils develop their spiritual, moral, social and cultural understanding through purposeful opportunities woven through the curriculum and wider school life. They reflect on their beliefs and experiences. They show respect for others' viewpoints and discuss moral issues thoughtfully. Pupils' understanding of fundamental British values is emerging. They talk confidently about democracy and the rule of law. They can explain how they contribute to being positive citizens. Leaders are refining aspects of the curriculum to strengthen pupils' long-term understanding.

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Personal development and wellbeing Expected standard

Pupils feel well cared for in this small school. Adults know them well and create a secure sense of belonging. Many pupils take on leadership roles, such as eco-councillors and worship leaders. They understand the purpose of these responsibilities. Pupils can describe the difference they make, including contributing to changes in the local community. Pupils show respect for others and understand why discrimination is not tolerated. They explain the characteristics that are protected by law and recognise the importance of treating everyone fairly.

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Personal development and wellbeing Expected standard

Pupils benefit from a wide range of enrichment opportunities, including clubs and residential visits that broaden their interests and experiences. Leaders ensure all pupils, including those who are disadvantaged, can take part. These opportunities help pupils develop their character and prepare them well for life beyond school.

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Achievement Needs attention

Over time, some pupils have not been adequately prepared for the next stage of their education. Outcomes at the end of Year 6 have been below national expectations for all groups, including pupils who are disadvantaged and those with special educational needs and/or disabilities. Leaders have strengthened the curriculum design so that pupils build knowledge cumulatively. In subjects taught most effectively, pupils are progressing well. In subjects such as science, for example, staff teach essential knowledge securely. Pupils retain this information, so they achieve well. Early reading is improving. More pupils now learn phonics successfully. Although leaders have strengthened the curriculum design, these improvements have not yet resulted in consistently secure outcomes. In some subjects, pupils recall activities or experiences rather than the core knowledge. This is because the learning intention is not

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Achievement Needs attention

always explicitly clear. As a result, too many pupils still reach the end of primary school without the secure understanding required for the next stages of learning. Pupils do not progress as well in writing because they do not secure their knowledge of handwriting and spelling.

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Curriculum and teaching Needs attention

The teaching of handwriting and spelling is not wholly effective. Some pupils do not secure the accuracy and fluency they need to write well. Although leaders have introduced new strategies to strengthen these aspects of the curriculum, these approaches are not yet used consistently. This means that pupils do not benefit fully from the intended improvements.

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Curriculum and teaching Needs attention

Leaders have an accurate understanding of where the curriculum needs to improve. They have set appropriate ambitions for the curriculum. They have taken thoughtful steps to strengthen the curriculum across the wider foundation subjects. These subjects are planned in a clear and logical order. The curriculum provides staff with clarity about the knowledge pupils should learn over time. However, in some subjects, pupils' learning is not always clearly linked to the intended outcomes.

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Curriculum and teaching Needs attention

Teachers usually explain clearly and show pupils what to do. Staff check pupils' understanding well. Leaders have recently made changes to the mathematics curriculum. This is helping pupils to build secure number knowledge and fluency. Teachers are developing their expertise to teach pupils with a wide range of starting points. Targeted support helps pupils who are disadvantaged and those with other barriers to learning to keep up. Leaders have deployed staff effectively. By making the right adaptations when needed, teachers ensure that pupils with special educational needs and/or disabilities learn the same curriculum as their peers.

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

Pupils are proud to belong to this small, close-knit school. Staff know pupils well and help them to feel safe and settled. Warm relationships and clear routines mean that pupils quickly gain confidence and feel a secure sense of belonging. Pupils behave kindly towards one another. They appreciate the calm, orderly environment that staff create. Bullying is rare and pupils are confident staff would act quickly if it occurred.

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

Some aspects of pupils' learning do not fully prepare them for their next stage of education. Some pupils have not secured the basic skills and knowledge they need. This means they struggle to recall key concepts or build reliably on what they have learned before. Leaders are taking the right steps to strengthen the consistency of teaching. They are refining the curriculum to ensure that pupils learn the essential knowledge needed across subjects.

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

Pupils who need additional help, including pupils who are disadvantaged and those with special educational needs and/or disabilities, are increasingly well supported. This ensures they learn alongside their peers successfully. Pupils enjoy learning and talk positively about their favourite subjects, including geography, mathematics, and design and technology.

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

Many pupils attend clubs, visits and community activities. These help them to develop their interests and broaden their experiences. Older pupils value opportunities to take on leadership roles, such as being prefects or school councillors. They understand the difference these roles make. Pupils also enjoy contributing to the local community, for example by visiting the nearby care home.

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

Leaders' work to improve attendance is making a positive difference. Attendance is improving and pupils feel supported to come to school. Pupils say that staff support them well and help them to feel ready to learn.

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Next steps

Leaders should embed a consistent, school-wide approach to handwriting and spelling so pupils develop the fluency and accuracy needed to support their writing across the curriculum. Leaders should further embed consistent, inclusive teaching strategies so that all pupils benefit from high-quality classroom practice and develop the secure knowledge and fluency needed to achieve well by the end of key stage 2. Leaders should continue to work with the small group of pupils who are persistently absent so that more of them attend regularly and benefit fully from the school's curriculum.

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About this inspection

This school is part of the South Downs Education 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), Pan Panayiotou, and overseen by a board of trustees, chaired by Richard Cohen.

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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 and the CEO during the inspection. They also met with members of the trust, the chair of trustees, members of the local governing body, the school improvement partner, a representative of the diocese, staff and pupils.

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About this inspection

This school is registered as having a Church of England religious character. The school's last section 48 Statutory Inspection of Anglican and Methodist Schools inspection took place in October 2024.

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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. The inspectors confirmed the following information about the school:

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What does this mean?

The school makes use of 2 alternative provisions, including 2 that are unregistered.

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What does this mean?

Headteacher: Justine Chubb National average: 300

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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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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 mathematics

The percentage of pupils meeting the expected standard in mathematics.

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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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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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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

‘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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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

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

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