Netherfield CofE Primary School

Netherfield CofE Primary School

Address: Darvel Down, Netherfield, Battle, East Sussex, TN33 9QF Unique reference number (URN): 114514

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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 make suitable progress from their starting points. On the whole, pupils are prepared well for secondary school. They leave school with the important knowledge and skills they need to be able to succeed in the next stage of their education and beyond.

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Achievement Expected standard

For the last 3 years, their attainment in national tests for reading, writing and mathematics has been close to the national averages. Leaders recognise that pupils' attainment in phonics and multiplication have been lower, but they are tackling this issue appropriately and with vigour. Pupils' previous attainment in phonics in Year 1 and multiplication in Year 4 does not reflect how well current pupils at the school achieve. The attainment of disadvantaged pupils in reading and writing has been below the national average in mathematics and spelling, grammar and punctuation. The school supports this group of pupils extremely well, which means they are now achieve more successfully.

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Attendance and behaviour Expected standard

Leaders prioritise pupils’ attendance. The school's actions to improve pupils' attendance have a positive impact and pupils’ attendance is improving over time. A small number of pupils arrive late to school, which is something the school is working to address. The school carefully reviews the attendance of all pupils, including those who are disadvantaged or who have other barriers to their learning and wellbeing. Leaders work proactively with families. The school develops effective partnerships with other professionals to secure improvements in pupils’ individual attendance.

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Attendance and behaviour Expected standard

Pupils have highly positive attitudes to learning. They are keen advocates of their school. As a school that focuses on respect for people's rights, pupils are taught how to behave well. They learn good manners and develop social skills which set them up well for the future. Pupils recognise that everyone should be treated equally. They know right from wrong. The school successfully creates an environment, where all forms of discrimination, abuse and violence are not tolerated and are dealt with swiftly and effectively. Staff follow the school’s behaviour policy. They have high expectations of pupils. Pupils behave well in lessons. Staff adapt their approaches to ensure that they are tailored to pupils’ individual behaviour needs.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching. They know what is working well and what needs to improve. Their actions bring about sensible improvements, for example the strengthening of the curriculum in history, geography, science and art. The school's curriculum is ambitious, well thought out and logically ordered. It takes careful account of the school’s context, including the needs of individuals and groups of pupils that have barriers to their learning or wellbeing. Staff prioritise pupils’ communication and language, reading, writing and mathematics. Pupils learn to read from the very start of the Reception Year. Leaders ensure that staff follow a well-structured phonics programme. Pupils' writing is improving owing to the successful introduction of the school's handwriting programme. The curriculum is typically taught well. Pupils enjoy their lessons. Teachers are trained

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Curriculum and teaching Expected standard

effectively to teach a range of subjects. They use engaging ways to introduce new subject content. They explain new concepts with clarity and encourage pupils to discuss learning. Tasks are adapted effectively for most pupils. Teachers generally check pupils’ learning well. However, sometimes teachers do not check pupils’ understanding as well as they could. As a result, some learning tasks that teachers give to pupils are not well matched to their individual needs.

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Early years Expected standard

Staff understand what important knowledge children need to know and when. Staff develop highly positive working relationships with children. This enables them to put the most appropriate support in place at the right time. The curriculum is carefully designed to ensure that children make progress across all areas of the early years foundation stage. Children's knowledge, skills and understanding develop well over time. For example, their understanding of number becomes more established in their memory. Staff support children's physical development well through a range of carefully considered activities. They review and support children's personal, social and emotional development thoughtfully.

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Early years Expected standard

Staff recognise the importance of language and communication. They talk skilfully with children and help them to know and use a wide range of essential new words. As a result, children are confident, articulate speakers. Reading is prioritised from the start of the Reception Year. The early years is rich in books and stories. Staff read enthusiastically, helping children to develop a love of reading and a secure understanding of texts. Children follow a structured phonics programme and begin to develop their early writing skills, including composing simple sentences with punctuation. Close collaboration between Reception and Year 1 staff ensures smooth transitions. The school works effectively with parents and carers through regular communication, ensuring children receive consistent support that is in their best interests.

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Inclusion Expected standard

Leaders are trained effectively to identify pupils’ individual needs. They are alert to the different barriers to pupils’ learning and wellbeing. Leaders and staff take time to get to know pupils and their families. Consequently, they have a deep understanding of each pupil’s strengths, as well as their background. This helps them to organise suitable ways to adapt the support that staff provide, which successfully meet pupils’ individual needs. The school identifies pupils who are disadvantaged and uses its additional funding to support these pupils effectively. Leaders work closely with external professionals, following their advice to make sure no stone is left unturned to provide effective help for pupils. Leaders carefully consider the use of alternative provision for part of pupils' education only when it is right for an individual pupil.

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Inclusion Expected standard

Inclusive ways of working are well established, for example sometimes staff use visual supports and items that help specific individual pupils to regulate how they feel. Leaders review pupils’ progress carefully, such as through regular meetings and checks on pupils’ experiences in the classroom. Leaders skilfully evaluate how well staff ensure that pupils get the right kind of help when they need it. Staff receive high-quality training, so that they know how to support pupils' needs. They engage well with families, so home and school can work together effectively. The school helps pupils to experience success. Pupils are prepared well for their next stage of education.

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Leadership and governance Expected standard

Leaders have an accurate understanding of what is working well and what more they need to do to improve the school further. They act in the best interests of pupils. Leaders recognise that they need to check on the quality of the curriculum and teaching with more precision to ensure that their actions have maximum impact. Staff receive a high-quality programme of professional learning that equips them with the knowledge, skills and understanding to carry out their roles effectively. They are confident to support pupils’ individual needs and to adapt the curriculum and their teaching to meet these. Staff are positive about leaders' support for their workload and wellbeing. They describe the school as a family. Staff feel involved in the life of the school. Those with additional responsibilities receive suitable time to carry out their roles effectively.

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Leadership and governance Expected standard

Governors have clear roles and responsibilities. They understand the different aspects of the school’s work that they focus on, for example safeguarding, finance, equalities and the use of the extra funding to support disadvantaged pupils. They carry out their roles effectively. While governors challenge leaders and ask helpful questions about the school's work, they know that their monitoring of the quality and impact of the curriculum and teaching could be even stronger. Governors are alert to the needs of pupils who have barriers to learning or wellbeing. They carefully consider ways to support the school’s leadership so that it has the ability to do everything it needs to do.

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Personal development and wellbeing Expected standard

Pupils develop as well-rounded, confident and articulate young people. They learn about the world around them and develop their understanding of what it means to live in modern Britain. They develop a secure understanding of their own faith but also that of others. Pupils benefit from opportunities that promote spirituality. They begin to see the impact of their behaviour on the world around them. Pupils develop social skills and develop a sense of right and wrong. They learn to use their voice to speak up when needed. They tackle moments of conflict with one another with respect and courtesy. Pupils are taught to celebrate that different people's brains may work in unique ways. The school ensures that pupils with special educational needs and/or disabilities can confidently express their wishes and needs. Plentiful opportunities in the school's curriculum and beyond mean that pupils develop creatively, artistically and culturally. For example, pupils enjoy being outdoors and

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Personal development and wellbeing Expected standard

going on school trips, such as to Glyndebourne, the British Museum and the theatre.

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Personal development and wellbeing Expected standard

The school's approach to its personal development programme is well thought through. The personal, social, health and economic education curriculum successfully teaches pupils about issues such as healthy relationships, online safety, the importance of diversity and treating others with respect. In the early years, children develop socially and emotionally so that they have the tools they need to tackle problems independently. Disadvantaged pupils have the same access to the personal development and wellbeing programme as other pupils. Leaders carefully track the opportunities different groups of pupils have. Pupils develop their understanding of important themes, such as democracy, tolerance and respect. They learn about the law and understand what is expected of them in society. Over time, pupils’ character develops admirably. Pupils learn the key skills that they need to be well prepared to take their place in society and find their own way in life.

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

Pupils love coming to this small, welcoming and nurturing school, where the vision of 'love never fails' is deeply established. Pupils typically say that this is a school where kindness is all around them. A sense of community and family permeates the school. Pupils are happy and feel safe. As a result, they like to come to school and their attendance is improving. Pupils trust the adults to help them if they have worries.

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

Pupils have highly positive attitudes to learning. They behave extremely well in lessons. They follow a curriculum that excites them. They enjoy learning new topics, for example abstract art in Year 6. Younger pupils in Year 1 happily learn how to measure the mass of objects in their mathematics lessons. Pupils progress well through the curriculum. Their attainment is broadly in line with national averages. They are prepared well for their next steps. Barriers to pupils' learning or wellbeing are quickly identified and reduced. Pupils work well with their peers, often keenly sharing their thoughts and ideas. Routines are well understood by pupils. Throughout the school day, pupils know what to do and when. Older pupils help younger pupils.

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

This is a school that values everyone. Pupils learn to treat others with respect. The school's values are carefully woven through the curriculum. Pupils actively learn the importance of these values through assemblies and 'values days'. Pupils recognise that different people's brains may work in ways that are unique. They learn how everyone is different and how this should be celebrated, for instance through events such as 'amazing me'. Pupils learn about other cultures and faiths. They benefit from regular visits to the local church and from visits to the school by the priest. When bullying happens, this is dealt with quickly and effectively so that healthy relationships are restored.

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Next steps

Leaders and governors should strengthen their monitoring of the quality of curriculum and teaching so that the actions they take are more timely and lead to positive impact as quickly as possible. Leaders should ensure that staff have the knowledge and skills to systematically check pupils' understanding of what they learn so that the tasks and activities they give to pupils are well matched to pupils' individual learning needs. Leaders should continue to prioritise pupils' handwriting through the use of their chosen handwriting programme so that pupils' writing is as secure as possible.

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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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About this inspection

The chair of the board of governors in this school is Kieran Dray. He took up his post since the last inspection.

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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, other senior leaders and staff. They also met with members of the governing board, including the chair of governors, and spoke with representatives from the local authority and the diocese.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

This school is registered as having a Church of England religious character. The school's last section 48 inspection was in October 2019.

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About this inspection

The school uses one alternative provision, which is a specially resourced provision at another local primary school.

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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

2022/23 (final) 58% 60% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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average

2024/25 (final) 78% 75% Close to average

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average

2023/24 (final) 75% 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

2022/23 (final) 68% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 72% 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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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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national average

2024/25 (3 term) 5.5% 5.2% 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) 11.8% 14.6% Close to average

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Exceptional

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

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Strong standard

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

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Expected standard

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

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Needs attention

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

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Urgent improvement

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

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Urgent improvement

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

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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