Arundel Court Primary Academy and Nursery

Arundel Court Primary Academy and Nursery

Address: Fyning Street, Portsmouth, Hampshire, PO1 1FG Unique reference number (URN): 144194

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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

Attendance is everyone’s responsibility at the school. It is a high priority for leaders and staff. Leaders have robust systems in place to track pupils' attendance. Staff are aware of the reasons why some pupils do not attend school. Leaders design effective strategies to support families to overcome these barriers. These include the ‘soft start', which enables pupils who find coming to school difficult, to manage their emotions. This diligent and thoughtful strategy means that attendance is improving and is broadly in line with national averages.

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Attendance and behaviour Expected standard

Leaders have established effective behaviour routines. Positive relationships between staff and pupils are the basis of the behaviour system. There is very little disruption to learning. Leaders have taken action to reduce suspensions. They focus on the reasons why pupils occasionally disrupt learning. Interventions to help pupils cope in lessons are effective. They support pupils to stay and learn in their lessons. Bullying is rare, and when it does happen, leaders deal with it and stop it from happening again. Where there needs to be adaptations to the behaviour system, they are put in place with both families and pupils. This all leads to a calm and focused learning environment.

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Achievement Needs attention

Pupils, including those who are disadvantaged, do not achieve as well as they should in national examinations. There have been some improvements, particularly in reading at key stage 2. In lessons, pupils show a better understanding of what they have learned, particularly in Year 6. Older pupils are able to talk about their learning and link this to their previous lessons. They are prepared for their next steps in education.

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Achievement Needs attention

Leaders have put in place appropriate interventions for pupils who lack the core skills in reading, writing and mathematics. These are starting to show an impact on pupils' work across the curriculum.

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Achievement Needs attention

Pupils with special educational needs and/or disabilities achieve well from their starting points. The most complex needs are supported well, ensuring that these pupils build the skills they need to progress through their education.

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Curriculum and teaching Needs attention

There are inconsistencies in teaching. Misconceptions in pupils' understanding are not routinely identified. This means that they are not securing the correct knowledge before moving on. Leaders have designed an ambitious curriculum. It builds on the knowledge pupils have already learned in a logical order. However, inconsistencies in teaching mean that pupils do not achieve as well as they should. There are clear lesson structures across the school.

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Curriculum and teaching Needs attention

Leaders have identified the areas of the curriculum that need to improve. The changes they have made are appropriate. There is a focus on writing to ensure that pupils at all key stages secure the necessary skills. This is not yet evident across the school, meaning that pupils' writing is not as precise as it should be.

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Curriculum and teaching Needs attention

Leaders have developed a curriculum to support pupils with gaps in mathematics, writing and reading. Well-designed interventions focus on the specific gaps pupils have. The teaching of phonics is effective. Teachers are well trained, and there is high fidelity to the scheme.

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Curriculum and teaching Needs attention

Teachers make appropriate adaptations to the curriculum to support pupils with special educational needs and/or disabilities (SEND). These ensure that barriers are reduced. This enables pupils with SEND to learn effectively alongside their peers.

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Early years Needs attention

Inconsistencies in practice mean that some children do not achieve as well as they could. This is particularly evident where adults' interactions are not always high quality. This means that opportunities for learning are missed or at times misconceptions are not addressed. There is a sharp focus on reading in the early years, with children developing their fluency.

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Early years Needs attention

Leaders have got high ambitions for children in the early years. The curriculum in early years is well organised and focuses on the stage children are at rather than the age. Leaders have identified gaps in the gross and fine motor skills development of children. Teachers prepare activities that are thoughtfully designed to develop children, including those with low starting points. This is effective and is starting to have an impact on other areas of the curriculum. Routines are clearly established, and pupils take turns and are polite to each other.

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Early years Needs attention

Leaders have established care routines across the early years. They are focused on the wellbeing of children. They identify any children with special educational needs and/or disabilities quickly. They then put in effective adaptations that enable them to progress well.

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Inclusion Needs attention

The pupil premium strategy is not implemented consistently. Leaders have not ensured that assessment is used to identify gaps in pupils' learning. Leaders have put in place an evidence-informed pupil premium strategy. Some elements, such as reading and oracy, are having a positive impact on learning.

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Inclusion Needs attention

Leaders identify the needs of pupils with special educational needs and/or disabilities (SEND) quickly. They use referrals from teachers and testing. Leaders then use this information to identify appropriate interventions. These include in-class adaptations as well as more bespoke individual support. This is effective at ensuring that pupils with SEND can access their learning. Leaders know the needs of different groups of pupils, including those who speak English as an additional language and those with social care involvement. Effective partnership with outside agencies provides support for groups and individuals. This enables these pupils to thrive in school. Where leaders use alternative provision, it is effective at supporting individual pupils. Leaders monitor these placements and make changes as needed in the best interests of pupils.

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Inclusion Needs attention

The resourced provision is effective at supporting pupils with complex needs. Leaders use appropriate targets. These build on pupils' start points, enabling them to develop effectively. Leaders ensure that, where possible, the pupils in the provision are encouraged to take an active part in the rest of school life.

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Leadership and governance Needs attention

Leaders are taking appropriate action in the right areas; however, it is not leading to rapid enough improvement in all areas. Leaders have a clear understanding of the school's strengths and what needs to improve. There is evidence that this is starting to have an impact, notably on the behaviour and attendance of pupils.

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Leadership and governance Needs attention

Trustees have a clear oversight of the school. They understand leaders' actions and put in effective challenge and support as required. Trustees complete their statutory duties. Leaders understand the need to be considerate about staff workload and wellbeing. The significant changes that have needed to take place have increased workload. Leaders are aware of this, and actions have been taken by both school and trust leaders to support staff.

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Leadership and governance Needs attention

The professional learning curriculum for staff is aligned to the school's priorities. It is focused on what needs to improve and how to support staff to do this. Leaders have considered carefully what to focus on. This is starting to have an impact on lessons.

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Leadership and governance Needs attention

Leaders have built strong relationships with other trust schools, the local authority and other external agencies. They are making use of these, such as the work with the mathematics and English hubs, to improve the teaching and achievement of pupils. Leaders have developed positive relationships with parents and the local community. This means they work in partnership together to ensure pupils are in school and safe.

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Personal development and wellbeing Needs attention

The curriculum for personal development is new. Although it is well designed, including age- appropriate education on relationship and sex education and health education, it is too early to see the impact on pupils. Pupils do not develop their knowledge across the curriculum.

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Personal development and wellbeing Needs attention

Leaders have focused on ensuring that pupils know how to keep themselves safe online. This is effective, and pupils can talk confidently about the risks they face and what they should do. Pupils also learn about keeping safe in their community, and this includes how to keep safe on the water. This is important because of the location of the school. Although pupils learn about the fundamental British values, they do not yet understand them. Pupils have a strong sense about what is right and wrong. They appreciate their differences and celebrate them. For example, recent celebrations of Easter, Ramadan and Kurdish New Year were warmly received by pupils. Pastoral support is a priority. Leaders have developed a highly effective system where weekly meetings include discussions of pupils' needs. Targeted support is then put in place to overcome individual pupils’ challenges. This includes one-to-one support, check-ins by

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Personal development and wellbeing Needs attention

teachers and more formal external intervention.

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Personal development and wellbeing Needs attention

Leaders ensure that pupils with special educational needs and/or disabilities, including those in the resourced provision, access personal development. Lessons are adapted based on pupils' starting points and meet their individual needs.

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Personal development and wellbeing Needs attention

Leaders have developed a range of inclusive trips and visits for pupils. These are both linked to the curriculum, with visits to rivers and Anglo-Saxon forts, as well as experiences such as the residential. In school, pupils can try sports and music, which encourages them to develop their interests.

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

Pupils are well mannered and happy at school. They enjoy attending both to learn and see their friends. Pupils have built meaningful relationships with staff. They know where to go if they need support. Pupils feel confident that adults in school will help them if they need it. This makes them feel safe.

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

Pupils behave well in lessons. They listen to the teacher and follow the rules. In social times, pupils play well together. They take turns, and this starts in the early years. Bullying is rare. Where it does happen, staff deal with it well.

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

Pupils experience a broad curriculum across all key stages and enjoy their learning. However, pupils experience inconsistencies in teaching. This means that pupils do not achieve as well as they should and are below national outcomes. Pupils in the older years do get the support they need to be ready for their next steps in education.

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

Pupils with special educational needs and/or disabilities or barriers to learning are identified quickly. Pupils then have adaptations made to their learning in lessons and support if needed. This is effective at helping the most vulnerable pupils to progress well from their starting points. This includes the pupils in the resourced provision.

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

Pupils enjoy the opportunity to learn about the wider world, and trips to ancient farms and learning how to paddleboard help them to do this. Pupils can attend a range of clubs in school focused on each year group. This includes football, eco-club and gardening club.

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Next steps

Leaders should ensure that teaching identifies misconceptions in pupils’ understanding effectively so that pupils, including those who are disadvantaged, achieve well. Leaders should ensure that pupils develop the knowledge and skills they need in writing, with a focus on fluent handwriting, sentence structure and letter formation.

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Team inspectors:

Rebecca Greenhalgh, Ofsted Inspector Vickie Farrow, Ofsted Inspector Debbie Budden, Ofsted Inspector Leaders should ensure that the personal, social and health education curriculum is implemented effectively across the school so that groups of pupils, including those who are disadvantaged, develop their knowledge and understanding securely. Leaders should ensure that, in the early years, high-quality adult interactions build on children's learning so that they achieve consistently well.

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About this inspection

This school is part of the University of Chichester multi-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), Jennese Alozie, and overseen by a board of trustees, chaired by Chris Shelton.

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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 headteachers, the special educational needs and disabilities coordinator and groups of staff. The lead inspectors met with the CEO of the trust, the deputy chief executive officer, the governance professional and the chair of the trust board.

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About this inspection

Inspectors spoke with some parents at the start of the school day. They considered responses to the online survey, Ofsted Parent View, including free-text comments. Inspectors also considered responses to Ofsted’s staff and pupil surveys.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school includes a resourced provision for pupils with cognition needs, known as 'The Nest'. This provides specialist teaching and support for 24 pupils.

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About this inspection

The school currently makes use of 3 alternative provisions, including 2 that are unregistered.

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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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What does this mean?

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

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Pupils reaching the expected standard in reading, writing and mathematics

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

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

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

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average

2024/25 (revised) 54% 63% Close to average

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average

2023/24 (final) 58% 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

2023/24 (final) 48% 58% Close to average

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average

2022/23 (final) 46% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

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

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average

2023/24 (final) 50% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

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

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

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

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

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

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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