Vale School, Worthing

Vale School, Worthing

Address: Vale Avenue, Worthing, West Sussex, BN14 0DB Unique reference number (URN): 125865

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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

Leaders and governors demonstrate strong, strategic and highly effective oversight of attendance. They swiftly identify barriers to attendance and work together to overcome them. The impact of this successful work is high attendance for all. Leaders and governors have ensured improved attendance for pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Pastoral care includes the much- loved school dog, who helps pupils to attend when they have been anxious. All staff provide a nurturing welcome to play their role to ensure that persistent absence remains low, with pupils arriving on time and ready to learn.

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Attendance and behaviour Strong standard

Behaviour is excellent. Staff make skilful adjustments to help pupils with SEND to manage their feelings, leading to excellent improvements in their behaviour and wellbeing. Pupils show highly enthusiastic attitudes to learning. Behaviour is exemplary in lessons, with no low-level disruption. Pupils collaborate and communicate with respect and care. Relationships are warm and compassionate. Leaders take rare allegations of discriminatory language very seriously, taking swift and effective action to address it. Pupils say there is no bullying because everyone is kind at this school. As a result, pupils feel happy and safe. Older pupils are positive role models and are proud to support younger pupils.

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Achievement Expected standard

Pupils achieve very highly in national tests, showing impressive foundational skills in reading, writing and mathematics. This helps to prepare pupils well for secondary school, equipping them adeptly with knowledge by the end of Year 6. Pupils also achieve very highly with phonics in Year 1 and in the Year 4 multiplication tables check. This reflects high-quality teaching in these areas and a successful focus on securing results that are consistently above national averages.

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Achievement Expected standard

The school's inclusive approach helps disadvantaged pupils and those with special educational needs and/or disabilities to make progress and achieve well. Targeted support ensures that pupils develop skills and knowledge successfully from their starting points. Pupils produce impressive work and achieve highly in the strongest curriculum areas, such as art and design. However, in some subjects such as religious education, pupils do not secure as deep an understanding of the curriculum as they do in others.

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Curriculum and teaching Expected standard

Leaders and governors have a secure understanding of the curriculum’s strengths. Strong foundations begin well in early years, where children benefit from rich opportunities to develop number, reading, writing and language skills. Across the school, teachers design tasks that build these skills effectively over time. The school’s approach to phonics is very effective and enables pupils to become fluent and confident readers.

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Curriculum and teaching Expected standard

The curriculum sets out clear progression, helping pupils to acquire knowledge and skills that build securely. The school’s inclusive approach ensures that pupils with special educational needs and/or disabilities access learning successfully. They develop increasing independence and use appropriate resources well. Lessons are typically purposeful and well designed. Although some variation exists between classes, learning is usually meaningful and successful for most pupils. Teachers provide helpful feedback that supports pupils to improve their work. Pupils listen attentively to instructions and explanations.

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Curriculum and teaching Expected standard

Pupils flourish in art and design, where teaching is strongest. In some other subjects, the tasks teachers set do not enable pupils to deepen their thinking as consistently. While pupils produce high-quality writing in English, they do not as consistently apply their knowledge in some other subjects, such as history and geography. Pupils also show weak recall in religious education, where teaching does not secure learning over time.

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Early years Expected standard

Leaders have created a nurturing and ambitious early years environment, where children flourish from the start. They maintain a sharp focus on phonics so that children develop early reading skills with growing confidence and enjoyment. The curriculum is well designed, inclusive and engaging for all. Children with special educational needs and/or disabilities benefit from thoughtful adult support and well ‑ matched resources, enabling them to thrive. Leaders and staff prioritise children’s welfare and wellbeing, helping every child to feel a warm sense of belonging.

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Early years Expected standard

Staff–child interactions are consistently high quality, which strengthens children’s language and communication skills. Staff model high expectations and promote excellent behaviour. As a result, children cooperate well, communicate effectively and achieve well across the early years curriculum. Children develop secure mathematical understanding that prepares them well for key stage 1. Leaders and staff check what children know and use this information to provide targeted support to address gaps as children move through Reception.

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Early years Expected standard

Leaders have worked successfully to improve writing. They ensure that handwriting practice and meaningful writing opportunities are frequent. In continuous provision, children develop fine motor skills, creativity and teamwork through purposeful model ‑ making and craft activities. While most activities are well planned, some do not lead children towards the intended learning. Although activities are enjoyable, learning opportunities are not always maximised.

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Inclusion Expected standard

Leaders have established effective systems to identify and support pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged. Leaders and governors ensure that pupil premium funding is used appropriately to provide emotional, mental health and learning support. Teachers and support staff plan and adapt activities carefully so that all pupils are included. Pupils with SEND make effective progress and access rich experiences alongside their peers. Classrooms contain well ‑ chosen resources that help pupils to learn successfully across different subjects. Staff provide thoughtful and skilful support that enables all pupils to belong and thrive. This includes well-considered approaches to help pupils to manage their emotions and resolve conflicts, ensuring very positive behaviour.

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Inclusion Expected standard

Leaders and teachers work together to review the impact of support. Interventions are meaningful and lead to positive outcomes. Teaching is typically effective, enabling pupils to achieve well. By the end of Year 6, the school’s pastoral care and learning support prepare pupils with SEND securely for their next steps. This is reflected in the high achievement of disadvantaged pupils in national tests.

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Inclusion Expected standard

On the very rare occasions when the school uses alternative provision, leaders act diligently to ensure that it is safe, appropriate and tailored to pupils’ individual needs.

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Leadership and governance Expected standard

Leaders show dedication and commitment to continually improve this thriving school. Leaders sharply identify the school's strengths and constantly strive to ensure the best possible education and care for all pupils. Leaders and governors demonstrate shared values and an ambitious vision for the school to be inclusive and successful. As a result, pupils attend highly, behave brilliantly and achieve very highly in English, mathematics and subjects, such as art and design. Leaders design staff training to help teachers and support staff to continually improve their professional expertise. This helps to ensure that disadvantaged pupils and those with special educational needs and/or disabilities can shine as they move through the school.

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Leadership and governance Expected standard

Staff generally feel well supported. However, the systems developed by leaders and governors to ensure staff wellbeing are not always effective. While many staff feel valued and respected, a minority do not. Some staff members struggle with workload demands, and require more understanding and help to protect their wellbeing. Leaders and governors are addressing this.

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Leadership and governance Expected standard

Governors bring extensive skills and knowledge, using their expertise to support and challenge the school effectively. Governors meet their statutory duties with diligence, ensuring that decisions are made in the best interests of pupils. Leaders and governors ensure positive partnerships across the community and with external organisations. The school values the importance of positive engagement with parents and carers. Many parents recommend the school, with one saying, 'The Vale is a deeply nurturing school that genuinely cares for pupils.'

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Personal development and wellbeing Expected standard

Leaders and governors are committed to their mantra of ‘no child left behind’. They ensure that pupils experience rich and effective opportunities for personal development. The personal, social, health and economic education programme teaches pupils how to stay safe online and in wider society. In lessons, pupils boost their social skills through structured debate and respectful discussion. In Year 4, pupils build teamwork skills and resilience through orienteering in physical education. Careers education in Year 5 deepens pupils’ understanding of skills needed for future job opportunities. Pupils speak confidently about their responsibilities, including as house captains, eco ‑ champions and librarians. They understand fundamental British values through well-designed assembly and curriculum experiences.

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Personal development and wellbeing Expected standard

Leaders ensure effective pastoral provision for pupils’ mental health. They work effectively with specialists and external agencies. Pupils benefit from a broad range of experiences that strengthen their personal growth and multicultural understanding. They make a meaningful contribution to the local community, including through their support for elderly residents in a care home. Pupils enjoy competitive sporting events and a wide range of trips. The Year 6 residential is a highlight, helping pupils to develop confidence, resilience, independence and teamwork. Leaders and governors ensure that pupil premium funding maximises opportunities for disadvantaged pupils. They track attendance sharply and make sure that experiences are inclusive and accessible for all. Across school life, disadvantaged pupils and those with special educational needs and/or disabilities flourish with equity. As a result, pupils' wellbeing is very positive in this caring and inclusive school community.

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

The school’s ambition of 'valuing all learners' equally is realised in this inclusive and caring community. Pupils arrive with joyful smiles and greet staff warmly. Attendance is high. Leaders, governors and staff promote the importance of attending school with determination. Behaviour is excellent. Pupils show highly positive attitudes to learning. They listen attentively to teachers and collaborate purposefully in lessons. Conduct around school is calm, orderly and respectful. Playtimes are lively and well supervised. At lunchtime, boys and girls share the football pitch fairly so that everyone can join in. Pupils feel happy and safe. They do not worry about bullying because they trust staff to act quickly and effectively.

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

Leaders have developed a precise and effective approach to identifying pupils’ needs. As a result, pupils with special educational needs and/or disabilities access learning with confidence and increasing independence. Pupils achieve highly in national tests, often significantly above national averages. Across the curriculum, pupils learn and remember knowledge securely. High ‑ quality mathematics teaching prepares pupils very well for secondary school. Art and design is a particular strength. Pupils demonstrate impressive technical skills and produce accomplished work. Pupils produce high-quality writing in English lessons. However, they do not consistently apply these skills in subjects, such as religious education, history or geography.

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

Pupil leadership is well established. The school council gathers pupils’ views and contributes to school improvement. Well ‑ designed discussion activities help pupils to express their opinions confidently and develop their understanding of modern Britain and the wider world. The school provides thoughtful pastoral support that helps disadvantaged pupils to overcome barriers, including challenges linked to health or anxiety. Relationships between staff and pupils are warm, positive and kind. This ensures that pupils feel a sense of belonging to help them flourish.

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Team inspectors:

Sukwinder Samra, Ofsted Inspector Vickie Farrow, Ofsted Inspector Kirstie Fulthorpe, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Next steps

Leaders should ensure that teaching and learning activities are consistently effective, so that pupils produce high-quality work across the whole curriculum. Leaders and governors should ensure that staff wellbeing is assured, so all staff feel valued, respected and involved in the strategic direction of the school.

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About this inspection

The chair of the board of governors in this school is Kevin Jenkins.

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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, deputy headteacher, inclusion leader, early years leader, teachers, support staff and governors during the inspection.

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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 currently makes use of 2 unregistered alternative provisions.

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About this inspection

The school has undergone a significant change since the last inspection with the appointment of the current headteacher.

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About this inspection

Headteacher: David Tow The inspector(s) used this data during the full inspection on 2 June 2026

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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 6 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 needs support 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

2024/25 (final) 69% 62% 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) 79% 75% 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) 73% 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) 79% 74% 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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average

2024/25 (final) 50% 47% Close to average

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average

2022/23 (final) 43% 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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national average

2024/25 (final) 60% 63% Close to average

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national average

2023/24 (final) 71% 62% Close to average

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national average

2022/23 (final) 71% 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

2024/25 (final) 60% 59% 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 (final) 50% 61% Close to average

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average

2022/23 (final) 71% 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

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

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