Bilingual Primary School - Brighton & Hove

Bilingual Primary School - Brighton & Hove

Address: The Droveway, Hove, Brighton and Hove, East Sussex, BN3 7QA Unique reference number (URN): 138261

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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 achieve well across the school. National assessment outcomes, including by the end of key stage 2, the phonics screening check and the Year 4 multiplication tables check, are in line with, or above, national averages. This reflects the secure progress pupils make through the curriculum. Across year groups and key stages, pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, build their knowledge securely from their starting points. They develop secure foundations in reading, communication and mathematics. This prepares them for the next stage of their education. Staff prioritise reading, and pupils learn phonics accurately.

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Achievement Expected standard

Pupils learn effectively in both English and Spanish. They recall and explain their learning from lessons delivered in either language. Across subjects, they know and remember more over time. Leaders have identified that some pupils’ handwriting is not as fluent or consistent as they expect. While leaders are taking appropriate action to strengthen pupils’ stamina and fluency, these are at the early stages and it is too soon to determine the impact of this work.

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Curriculum and teaching Expected standard

Leaders typically have a clear understanding of the quality of the curriculum and teaching. They have constructed a well-sequenced, bilingual curriculum. It identifies clear end points and builds pupils’ knowledge systematically over time. Teachers ensure that pupils secure the important knowledge they need in reading, writing and mathematics. Their wider curriculum decisions reflect the school’s context. Staff immerse pupils in a language-rich environment by teaching in both English and Spanish.

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Curriculum and teaching Expected standard

Leaders generally ensure that staff have the subject knowledge they need to deliver the curriculum effectively. Staff receive appropriate training to teach confidently in both languages. They make purposeful use of visual aids, images and symbols to clarify concepts and strengthen pupils’ understanding of new vocabulary, whichever language is being used. This supports pupils to make secure links in their learning.

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Curriculum and teaching Expected standard

Teachers typically check pupils’ understanding during lessons and adapt teaching when misconceptions arise. Staff also review pupils’ work to make informed adjustments to future lessons. Leaders make sure that pupils with special educational needs and/or disabilities (SEND) receive appropriate adaptations to learning. These include the targeted use of resources, pre-teaching and strategies informed by the school's inclusive approach. As a result, teaching is responsive. It ensures that pupils, including those who are disadvantaged, those with SEND and those facing barriers to learning, can access the curriculum meaningfully.

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Early years Expected standard

Staff welcome children into the early years with warmth and care. They help them settle so that learning begins quickly. The environment is thoughtfully organised. It reflects leaders’ ambition to give children a positive start. Staff know children’s starting points well. They use this understanding to shape routines, plan learning and ensure that children access experiences that build their knowledge step by step.

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Early years Expected standard

Adults prioritise children’s language development. They introduce and revisit carefully chosen vocabulary through play, conversation and direct teaching. Staff design learning activities so children can practise key knowledge and skills in purposeful, meaningful contexts. They have designed the spaces to support learning across the early years foundation stage. Structures and routines promote children’s independence. Adults support their personal, social and emotional development sensitively. They carefully judge when to step in and guide children.

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Early years Expected standard

Leaders prioritise reading from the start. Staff teach phonics with fidelity to the school’s chosen programme. Staff ensure that children read regularly with books matched to the sounds they know. Children develop secure foundations in early writing. Some opportunities to deepen and extend their writing are not fully maximised, however.

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Early years Expected standard

The early years is inclusive, and staff make effective adaptations so that all children, including those with special educational needs and/or disabilities, can take part successfully and make progress. Together, this provision helps children become increasingly confident. This means they are ready for the transition into Year 1.

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Inclusion Expected standard

Leaders have established an inclusive culture. Pupils with a wide range of additional needs develop a secure sense of belonging and participate fully in school. Staff identify pupils’ individual needs accurately and respond to them with care. Leaders understand the range of barriers to learning that pupils face, including those with special educational needs and/or disabilities (SEND), and pupils known, or previously known, to children’s social care. They typically use this knowledge to shape thoughtful, appropriate adjustments in lessons. As a result, pupils access learning alongside their peers and take part meaningfully in lessons.

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Inclusion Expected standard

Leaders track pupils’ progress across the curriculum closely. They check the impact of interventions, including those funded through the pupil premium. Leaders adapt provision when it is not having the intended effect. Staff work constructively with external agencies and parents and carers. They ensure that support strategies are well informed and reviewed regularly. The inclusion coordinator provides clear guidance that helps staff use the school's approach to meeting the needs of pupils with SEND.

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Inclusion Expected standard

Classrooms are welcoming and inclusive spaces. Staff plan purposeful interventions and generally make considered adaptations that reduce barriers to learning. Leaders think carefully about effective approaches for pupils with SEND in the context of a bilingual school. For example, when pupils have speech, language and communication needs, teachers use strategies, such as pre-teaching, to support their learning. This strengthens key vocabulary and builds confidence.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils experience a coherent and suitably sequenced personal development programme. Through personal, social, health and economic education, relationships and sex education, religious education and computing, pupils understand how to stay physically and emotionally healthy. They learn about changes to their bodies and ways to keep themselves safe, including when online. Staff weave the school’s values through assemblies and class discussions to promote pupils’ spiritual, moral, social and cultural development. While pupils understand the purpose of these values, some struggle to recall all of them.

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Personal development and wellbeing Expected standard

Pupils enjoy a rich wider curriculum. It develops their character and broadens their interests. They take part in community events, such as singing in Spanish at Christmas, and have opportunities to visit and host a partner school in Madrid. Leadership roles help pupils understand concepts, such as democracy, responsibility and teamwork. These include, for example, being sports leaders or members of the school council. The wider programme of personal development helps pupils develop a secure understanding of other fundamental British values, including the rule of law and mutual respect. Pupils also take part in fundraising and a range of extra-curricular clubs. These experiences contribute to their confidence and social development.

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Personal development and wellbeing Expected standard

Leaders think carefully about pupils’ emotional health. The school’s pastoral offer is broad. Strategies such as therapeutic dogs help pupils to feel supported and secure. Leaders ensure that pupils with special educational needs and/or disabilities can access all aspects of school life. They remove barriers so that disadvantaged pupils can take part fully in trips and residential visits.

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Personal development and wellbeing Expected standard

The bilingual curriculum is central to the school’s approach to personal development. It helps pupils learn about different cultures, perspectives and identities. Pupils are proud of this aspect of their education. They say it helps them understand both themselves and the wider world.

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Attendance and behaviour Needs attention

The school’s overall attendance, and the attendance of pupils with special educational needs and/or disabilities, is in line with national figures. Leaders keep a close eye on attendance patterns and act quickly when they spot concerns. They work with parents and carers, staff and external agencies to remove barriers and offer the right support. This work is making a positive difference for individual pupils. Leaders remain focused on helping the small number of pupils, particularly those who are disadvantaged, who still need further support to attend school more regularly.

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Attendance and behaviour Needs attention

While the impact of leaders' work to improve attendance is clear, a focus on behaviour for learning is required. Pupils do not consistently demonstrate positive attitudes to learning. Staff apply routines and strategies to manage low-level disruption inconsistently, so off-task behaviour persists. This behaviour interrupts learning for too many pupils.

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Attendance and behaviour Needs attention

Discrimination is not tolerated, and pupils know who to go to if they need help. Staff act swiftly and have created a culture, where pupils are confident to talk to them. Pupils treat one another with kindness and they form positive friendships. They like working collaboratively. While pupils typically behave well during social times and bullying is rare, leaders’ actions to improve behaviour in lessons have not been effective enough or timely.

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Leadership and governance Needs attention

Leaders have not ensured that pupils experience consistently positive behaviour for learning. Although they have identified broad priorities for improvement, leaders have not acted with enough urgency or precision to address pupils’ attitudes in lessons. Expectations of behaviour are not high enough. Leaders have not ensured that staff apply agreed routines and strategies. As a result, low-level disruption persists, and this continues to interrupt pupils’ learning.

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Leadership and governance Needs attention

Leaders have a generally accurate understanding of the school’s strengths and areas for development. They actively remove barriers to learning for all pupils, especially those who are disadvantaged or have special educational needs and/or disabilities. This work is having a positive impact on pupils’ achievement. Leaders also maintain a clear and distinctive vision for the school’s bilingual curriculum. They ensure that this remains central to the school’s identity.

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Leadership and governance Needs attention

Governors fulfil their statutory duties. They share leaders’ ambition for the school’s bilingual offer. They provide support and challenge through regular monitoring. They have a clear understanding of the school's strengths. Their understanding of the school’s weaknesses, particularly in behaviour, is not accurate, however.

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Leadership and governance Needs attention

Leaders develop constructive relationships with parents and carers and the wider community. Events such as the annual Spanish carol concert help strengthen pupils’ sense of belonging. Leaders provide a structured and evidence-informed professional learning programme that reflects both school and staff needs. This ensures that teachers have the expertise to deliver the curriculum in a bilingual context. Leaders carefully consider workload and wellbeing, and staff feel valued.

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

Pupils enjoy being part of this bilingual school community. They speak positively about learning in 2 languages and say this helps them understand more about the world and their place within it. Relationships between pupils and adults are warm, and pupils feel well cared for. They trust that staff will help them if they have a worry, and they say bullying is rare and dealt with quickly when it occurs. Pupils feel safe in school.

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

Pupils value the wide range of opportunities that enrich their school experience. They talk enthusiastically about activities, such as sports competitions and the school’s involvement in events, including a local dance performance. These experiences help pupils develop confidence, broaden their interests and feel part of the wider community. Pupils value the inclusive culture that encourages everyone to take part, regardless of their need or background.

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

Pupils’ experiences in lessons are less consistent, however. While many are keen to learn, too many do not sustain positive attitudes in class. Low-level disruption, including talking over adults or off-task behaviour, interrupts learning too frequently. As a result, not all pupils benefit fully from the curriculum or achieve as well as they should.

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

Pupils are proud to be part of the school and its community. They describe the school as friendly and welcoming. They enjoy spending time with their friends and speak warmly about the sense of belonging. Feeling they belong helps many pupils to attend school regularly. If a pupil and their family need support to attend more often, leaders typically step in early, work with parents and carers and involve external agencies, where needed, to help remove barriers and improve attendance.

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Next steps

Leaders should continue to embed the approach to handwriting so pupils acquire the foundational skills and knowledge they need. Leaders should continue their work to ensure that all groups of pupils attend school more regularly. Leaders should ensure that all staff have consistently high expectations of pupils' behaviour and attitudes to learning.

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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 deputy headteacher during the inspection. They also met with the inclusion coordinator, assistant headteachers, staff, pupils and parents and carers during the inspection. The lead inspector also met with governors, including a co- chair and a director.

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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 does not make use of any alternative provision.

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Team inspectors:

Deborah Perkins, Ofsted Inspector Catherine Cottingham, Ofsted Inspector Claire Martin-O'Donoghue, 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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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. Headteacher: Simon King 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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average

2022/23 (final) 78% 73% 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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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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national average

2023/24 (final) 50% 46% Close to average

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national average

2022/23 (final) 41% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

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

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average

2022/23 (final) 59% 60% 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) 63% 58% Close to average

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average

2022/23 (final) 59% 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

2024/25 (revised) 72% 61% Close to average

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average

2023/24 (final) 56% 59% Close to average

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average

2022/23 (final) 59% 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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national average

2024/25 (2 term) 5.0% 5.2% Close to average

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national average

2023/24 (3 term) 6.0% 5.5% Close to average

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national average

2022/23 (3 term) 6.0% 5.9% Close to average

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Persistent absence

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

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national average

2024/25 (2 term) 12.0% 13.3% Close to average

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national average

2023/24 (3 term) 13.0% 14.6% Close to average

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national average

2022/23 (3 term) 14.4% 16.2% 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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