Chailey School

Chailey School

Address: Mill Lane, South Chailey, Lewes, East Sussex, BN8 4PU Unique reference number (URN): 114594

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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 Strong standard

The school keeps a close eye on attendance. Staff look at patterns for different groups of pupils so they can spot problems early and provide the right support. Attendance is improving rapidly across the school, including for pupils who have struggled in the past. A small group of pupils are educated away from the school by the local authority, which makes the published attendance figures look lower than they really are. The rural nature of the school and limited transport links also impact attendance. Staff work very closely with families, especially where pupils have emotional or mental health needs. Staff remove barriers and help pupils feel ready and able to come to school.

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Attendance and behaviour Strong standard

Staff have consistently high expectations of pupils. School routines are very well embedded. Behaviour in lessons and around school is impeccable and consistently calm. Pupils strive to follow the school rules and understand what staff expect of them. They are keen to please. As a result, learning takes place without disruption. At breaktimes and lunchtimes, the atmosphere is relaxed. Pupils enjoy spending time together. They actively speak up if they see unkind behaviour. Staff support pupils with additional needs throughout the day so they feel secure and confident. Consequently, pupils embrace being part of the school community.

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Inclusion Strong standard

Leaders rightly believe that high-quality inclusive teaching is the foundation of success for pupils. Their focus is firmly on the most disadvantaged pupils. Inclusive classrooms and tailored support help pupils to learn and fully access the curriculum regardless of their needs. Even before pupils join the school in Year 7, staff work diligently behind the scenes to make sure they know their pupils in detail. They carefully gather as much information as possible. As a result, they precisely identify pupils' individual needs. Leaders provide staff with helpful strategies to use in lessons. They regularly review them to ensure that staff provide the right help at the right time and seek advice from external professionals when needed. Leaders systematically check the impact of their work. Any changes needed are quickly put in place. Staff develop excellent relationships with parents and carers.

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Inclusion Strong standard

Leaders use additional funding and alternative provision carefully. This helps pupils who are disadvantaged and those who have special educational needs and/or disabilities to achieve very well. Leaders provide staff with helpful training, something which they highly value. A comprehensive training package gives staff the tools they need to make sure pupils keep up with their peers.

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Leadership and governance Strong standard

Leaders are highly ambitious for the school, its staff and its pupils. They know the school extremely well, including its strengths and priorities for development. Leaders are rapidly improving the curriculum, teaching and pupils' achievement. Their decisions are always based on what is best for pupils. Leaders pay close attention to pupils who need extra help, including those who are disadvantaged or have special educational needs and/or disabilities. They work hard to remove barriers so every pupil has the chance to succeed. They build strong, respectful relationships with parents, carers, the local community and other professionals. This makes sure all voices are heard in shaping the school. Staff feel extremely well supported with their workload and wellbeing. Leaders listen to their views when introducing new approaches. This creates a positive and professional culture where everyone works together for the benefit of pupils.

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Leadership and governance Strong standard

Staff receive high ‑ quality training that is carefully planned and tailored to their needs. This strengthens their knowledge and skills, encouraging them to continuously improve their teaching. Staff describe the school as a close and supportive community where everyone is committed to creativity, development and doing their best for pupils. Leaders have introduced helpful initiatives, such as the ‘Chailey Charter’, which guides teaching approaches and supports high expectations for what pupils can achieve. Governors know the school incredibly well. They understand its vision and values, carry out their duties effectively and provide healthy challenge and support to school leaders. Through regular visits, governors ensure that leaders’ work has the intended impact.

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Personal development and wellbeing Strong standard

A clear and well-organised personal development programme runs from Year 7 through to Year 11. Pupils enjoy weekly personal, social and health education lessons. They regularly spend time learning about how to keep themselves safe. Pupils learn about healthy relationships, consent and personal boundaries. Learning about other cultures and religions instils a sense of community in pupils. They embrace and celebrate differences of all types. Staff provide extra support when individual needs arise. Leaders check how well the programme is working through simple surveys at the start and end of each unit. This helps them to spot concerns early and share information with staff who can support pupils. Pupils are keen advocates, regularly sharing their views and opinions, including through school council meetings. Many pupils proudly represent the school at events and by taking on additional leadership responsibilities. The Chailey Award and Diploma encourage every

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Personal development and wellbeing Strong standard

pupil to participate fully in all that life at Chailey has to offer.

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Personal development and wellbeing Strong standard

Careers education is a strength. Pupils receive clear information about future choices. In key stage 3, pupils take part in trips and activities that introduce them to different jobs and pathways. The school provides extra support to pupils with special educational needs and/or disabilities and those who are disadvantaged. Pupils in Year 10 complete a work experience placement, and staff work closely with families to help pupils find a placement that is suitable and meaningful. Pupils who need more help are given extra guidance so they feel prepared and confident. The school’s approach to personal development, wellbeing and careers creates an encouraging and supportive environment. Pupils feel listened to, safe and well supported as they grow older and start to think about their future. Because of this, pupils speak positively about their experiences at school and feel ready for the next steps in their education and personal lives.

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Achievement Expected standard

When pupils start at Chailey School, their achievement is close to the national averages for reading, writing and mathematics. Pupils progress well through the curriculum and achieve examination results that are in line with those nationally. Similarly, pupils who are disadvantaged achieve well. The gaps between these pupils and their peers are starting to close, but there is still more to do to ensure that these pupils achieve highly. While pupils who left the school in 2024 achieved more highly than pupils nationally, this is not typical of all groups of pupils each year.

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Achievement Expected standard

The school supports pupils effectively. It carefully checks for gaps in pupils’ reading, writing and mathematics. Changes to the curriculum support these pupils effectively. Interventions are particularly successful. As a result, pupils acquire the knowledge and skills they need to learn the curriculum well. Importantly, pupils are prepared well for the future.

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Curriculum and teaching Expected standard

Pupils learn a broad range of subjects. The curriculum is ambitious and is designed to give pupils the important knowledge and skills they need to succeed. Leaders keep a close check on whether the curriculum is meeting pupils’ individual needs. Barriers to pupils’ learning are identified quickly. Leaders make thoughtful changes to the curriculum for disadvantaged pupils and those with special educational needs and/or disabilities. Pupils who join the school below age-related expectations are supported well, for example through nurture groups and additional reading support. Some pupils follow an adapted curriculum that helps them quickly get back on track.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of the curriculum and teaching. They know the strengths and areas to improve. They take the right actions to bring about change as swiftly and consistently as they can. Teachers have secure subject knowledge. They receive training that helps them continuously improve teaching. Pupils learn effectively in most subjects, remembering what they have learned. They typically produce high-quality work. However, teachers do not consistently make clear what pupils need to do to improve their work. As a result, some pupils develop gaps in learning and do not achieve as highly as they could.

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

Pupils are rightly proud to attend Chailey School, where ‘everyone is the best they can be’. This kind, caring and nurturing school provides a wealth of opportunities for its pupils. Values of kindness, resilience, independence, creativity, community and participation shape the way staff and pupils behave. Incredibly warm working relationships between pupils and staff make for a harmonious learning environment. Pupils attend school well. This is because they enjoy school and are keen to learn. They take pride in the work they produce. Pupils trust staff to act in their best interests if they have any worries. They feel safe here. Consistently high expectations for pupils’ behaviour permeate the school. Well-embedded routines help pupils know what they need to do and when. As a result, pupils behave consistently well in lessons and at social times. They enjoy socialising, playing cricket and attending clubs. Pupils embrace difference and treat each other respectfully. They develop

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

lasting friendships that mean their time at Chailey is full of positivity and good memories. Bullying is incredibly rare. Pupils and staff alike do not tolerate discrimination of any sort.

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

Pupils benefit from an ambitious curriculum that they enjoy. Staff teach the curriculum effectively, although leaders are taking steps to further strengthen pupils' experiences in lessons, including the way teachers check on pupils' learning and the feedback they give to them. Staff follow the ‘Chailey Charter’, which helpfully sets out the ingredients of successful teaching. Staff work tirelessly to remove barriers affecting pupils' learning and wellbeing. Teachers adapt the curriculum very well for pupils who have special educational needs and/or disabilities, supporting them to progress through the curriculum and achieve well. When it comes to the end of their time at Chailey, pupils are prepared well and are ready and excited to take their next steps.

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Next steps

Leaders should ensure that teaching is further strengthened, particularly assessment practices, so that pupils consistently produce high-quality work and achieve well across all subjects.

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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

The inspection team spoke with school leaders, including the special educational needs and disabilities coordinator. They also held discussions with representatives of the governing body, including the chair.

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About this inspection

Inspectors spoke to leaders at other provisions who work with the school's pupils attending alternative provision. Inspectors also spoke to the local authority external adviser, staff and pupils during the inspection.

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About this inspection

Inspectors considered the responses of parents to Ofsted's survey, Ofsted Parent View, including the free-text comments. They also considered the responses to Ofsted’s online staff and pupil questionnaires.

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About this inspection

The school meets the requirements of the provider access legislation, which requires schools to provide pupils in Years 8 to 13 with information and engagement about approved

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Team inspectors:

Owen McColgan, Ofsted Inspector Christian Kingsley, Ofsted Inspector Caroline Lowing, Ofsted Inspector Michelle Lawson, 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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School capacity

technical education qualifications and apprenticeships.

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School capacity

The inspectors confirmed the following information about the school:

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School capacity

The school has undergone a significant change since the last inspection. The headteacher was appointed to his role in September 2025.

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School capacity

The school makes use of 4 alternative provisions, one of which is unregistered.

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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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English and maths GCSE

Percentage of pupils who achieved grade 5 or above in English and maths GCSE.

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national average

2024/25 (revised) 52.4% 45.4% Close to average

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national average

2022/23 (final) 45.6% 45.3% Close to average

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Attainment 8

A measure of pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (revised) 49.3 46.0 Close to average

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national average

2022/23 (final) 47.7 46.3 Close to average

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Progress 8

How much progress pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2022/23 (final) -0.08 -0.03 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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils achieving grade 5 or above in English and maths GCSE.

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national average

2024/25 (revised) 16.7% 25.8% Close to average

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national average

2022/23 (final) 21.4% 25.2% Close to average

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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national average

2024/25 (revised) 36.2 34.9 Close to average

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national average

2022/23 (final) 33.4 35.0 Close to average

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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national average

2023/24 (final) -0.61 -0.57 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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Disadvantaged pupils' English and maths GCSE grade 5 or above

Percentage of disadvantaged pupils who achieved grade 5 or above in English and maths GCSE.

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Disadvantaged pupils' Attainment 8

A measure of disadvantaged pupils' point scores across 8 subjects including maths (double weighted), English (double weighted if both language and literature are taken), 3 EBacc measures and 3 GCSE or technical measures.

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Disadvantaged pupils' Progress 8

How much progress disadvantaged pupils made between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils across England who got similar results at the end of key stage 2.

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Destinations after 16

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

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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

2023/24 (3 term) 7.8% 8.9% Close to average

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national average

2022/23 (3 term) 8.1% 9.0% 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

2023/24 (3 term) 22.1% 25.6% 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

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