Frant Church of England Primary School

Frant Church of England Primary School

Address: Church Lane, Frant, Tunbridge Wells, East Sussex, TN3 9DX Unique reference number (URN): 114505

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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 staff routinely promote the importance of high attendance. They ensure the school environment is welcoming so that pupils enjoy their time in school and are keen to attend. Overall, attendance is above national averages, including for disadvantaged pupils and those with special educational needs and/or disabilities. Excellent relationships with families enable leaders to identify any pupils who may be struggling with attendance swiftly. They use a wide range of information to understand the causes of absence and tailor support accordingly. Persistent absence remains low over time.

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Attendance and behaviour Strong standard

Pupils’ behaviour is consistently positive. They have highly positive attitudes to learning. Pupils are keen to learn. Staff foster relationships with pupils, which underpin pupils’ desire to succeed. Pupils show high levels of respect for one another and share their views openly and confidently. The behaviour policy is applied consistently and fairly. This ensures that the school is calm and purposeful. From the early years, children are taught to be curious and engaged learners. They collaborate well, take turns and listen attentively. Pupils with additional needs are supported effectively and benefit from consistent expectations. Pupils have no concerns about bullying or unkindness because they trust staff to support them with any worries.

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Early years Strong standard

Children benefit from a highly positive start to their education. Leaders have very high expectations for what children can achieve. Carefully planned transition arrangements and highly effective partnerships with parents, carers and external agencies ensure children’s needs are identified accurately from the outset.

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Early years Strong standard

The curriculum is thoughtfully sequenced and sets out clearly what children will learn. The environment is intentionally organised with resources that promote independence, creativity and purposeful play, both indoors and out. Children quickly learn routines, behave very well and work positively with their friends, cooperating, sharing and sustaining concentration.

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Early years Strong standard

Staff are highly knowledgeable. They build secure, caring relationships that help children feel safe, confident and ready to learn. High-quality interactions extend children’s understanding, thinking and vocabulary. Phonics teaching is effective. This helps them to develop their writing and spelling. Children have a secure grasp of number and engage well in mathematical activities. Those who face additional challenges, including children with special educational needs and/or disabilities, receive tailored help that enables them to learn successfully alongside their peers.

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Early years Strong standard

Leaders and staff check carefully that children have secured the intended knowledge and take swift, effective action, when barriers arise. They refine the curriculum, when necessary, identifying and addressing gaps in children’s knowledge quickly through the use of targeted interventions. As a result, children achieve highly from their starting points. They are very well prepared for the key stage 1 curriculum.

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Inclusion Strong standard

Inclusion is at the heart of the school’s work. For instance, classroom spaces and corridors are purposefully designed to celebrate all pupils’ achievements. As a result, pupils grow in confidence and independence.

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Inclusion Strong standard

Leaders have embedded systems that enable swift and accurate identification of pupils’ needs. Effective professional development and support empower staff to understand pupils’ individual circumstances accurately. They make timely and effective adaptations to teaching for pupils who need it. These adaptations enable pupils to learn effectively alongside their peers. Where pupils need more individualised provision, the school responds swiftly and thoughtfully. Consequently, pupils with special educational needs and/or disabilities, disadvantaged pupils and those known to social care achieve well from their individual starting points.

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Inclusion Strong standard

Leaders work actively with parents, carers and external agencies to break down barriers to learning for pupils who need additional support. They monitor pupils’ achievement systematically and evaluate the impact of interventions to inform future planning. This ensures pupils thrive.

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Inclusion Strong standard

Additional funding is used skilfully to reduce the barriers some pupils face. Leaders ensure that it has a positive impact on pupils' outcomes and the experiences that these pupils receive.

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Personal development and wellbeing Strong standard

Leaders cater extremely well for pupils’ wider development. The personal, social and health education curriculum is purposeful, ambitious and very clearly structured. This ensures that pupils develop a detailed knowledge about a range of important issues. They talk with maturity about complex themes, such as peer pressure and healthy relationships. Younger pupils develop a secure understanding of what makes a good friend and why rules matter. They have a firm understanding of online safety and know how to protect their wellbeing from the potentially negative influences of social media.

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Personal development and wellbeing Strong standard

Pupils are highly positive, considerate and responsible citizens. They proudly raise funds for the local and international charities they support. Pupils understand fairness and know that everyone is equal, regardless of any differences. They have a clear understanding of different faiths and cultures and show high levels of respect for one another. Pupils participate thoughtfully to debates on a range of topical themes. They have a firm sense of right and wrong and are committed to ensuring everyone feels welcomed in the school.

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Personal development and wellbeing Strong standard

Pupils benefit from a rich range of experiences beyond the classroom that broaden their horizons. For instance, they visit places of historical interest and enjoy welcoming visitors to the school. These opportunities bring the curriculum to life and deepen their learning. Pupils benefit from a wide range of clubs that nurture their talents and interests. Leaders monitor participation carefully to ensure that rates are high for pupils, who face barriers to learning and wellbeing.

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Expected standard

High-quality pastoral support permeates the school. Pupils receive considerable care for their wellbeing. They develop a wide understanding of the world and learn how to look after their bodies and minds. Pupils relish serving the school community through roles, such as library and worship monitors and by contributing to decisions as part of the school council. This helps them develop important leadership and teamwork skills. Pupils feel valued and proud of their school.

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Achievement Expected standard

Typically, pupils achieve well. This is reflected in the school’s published outcomes in national tests at the end of Year 6, which are broadly in line with national averages. Pupils with special educational needs and/or disabilities and those who are disadvantaged also achieve well from their starting points. Overall, pupils are well prepared for their next steps in education.

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Achievement Expected standard

Generally, pupils gain the basic skills and knowledge they need to learn successfully. Children in the early years make a strong start. They develop their language and communication extremely well, which helps them to develop confidence and independence.

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Achievement Expected standard

As pupils move up through the school, they use increasingly sophisticated vocabulary to describe their ideas. Phonics is taught consistently well, and pupils become fluent readers. Typically, they use secure number knowledge and fluency to solve problems. Leaders recognise that writing needs further development, and the school’s new approach is beginning to improve the quality of pupils’ written work.

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Curriculum and teaching Expected standard

Leaders have a secure understanding of the quality of teaching. They have designed a broad and ambitious curriculum that sets out clearly what pupils should learn and when. This includes those pupils in mixed-age classes. Leaders act quickly when improvements are needed and show determination to keep raising standards. Their actions ensure that pupils gain the knowledge and skills needed for the next stage of education.

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Curriculum and teaching Expected standard

Staff benefit from regular and helpful professional development. Typically, they teach the curriculum well. Staff use technical vocabulary confidently and explain new learning clearly. They provide regular opportunities for pupils to revisit previous content. Staff use their knowledge of individual pupils’ needs well to make thoughtful adjustments to the curriculum. This includes pupils with special educational needs and/or disabilities and those who are disadvantaged. Staff generally use effective methods to check pupils' learning and plan their next steps.

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Curriculum and teaching Expected standard

Leaders are acutely aware of any pupils who have gaps in their knowledge and skills in reading, writing and mathematics. Effective support is put in place for these pupils. Staff teach phonics consistently well. Pupils who need extra help are supported to catch up quickly. However, leaders have identified that further work is required to enhance pupils’ writing skills, including spelling and handwriting. They have strengthened this area of the school’s curriculum to address this. Generally, this work is having a positive impact on pupils’ written work. However, further time is required to ensure the writing curriculum is embedded consistently. Leaders have introduced a new approach to the teaching of writing. This is beginning to have a positive impact for some pupils, although it is not yet embedded consistently across the school.

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Leadership and governance Expected standard

Leaders, governors and staff are committed to a rich and engaging curriculum that helps all pupils to develop, both personally and academically. Their work is driven by a clear commitment to creating a positive sense of belonging. Leaders maintain a focus on ensuring that decisions are always made in pupils’ best interests, with close attention paid to pupils with barriers to learning or wellbeing.

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Leadership and governance Expected standard

Leaders have established reliable systems for monitoring the school’s work. They have an accurate understanding of the school’s strengths and priorities. For example, leaders have rightly identified the need to ensure that developments in the teaching of writing are embedded so that this subject is taught consistently well. They work proactively with other schools in the federation. This collaboration enables leaders and staff to share expertise and good practice and ensure that improvement priorities continue to be sharply focused on pupils’ needs.

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Leadership and governance Expected standard

Governors bring a wealth of knowledge and experience to the school. They perform their roles well, understand their statutory duties and carry them out effectively. Governors have a clear view of the school’s work and provide appropriate challenge and support to leaders. They are rightly proud of the school’s warm, family ethos and its close links with the church and the local community.

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Leadership and governance Expected standard

Staff benefit from a well-structured professional development programme that aligns with the school’s strategic priorities. This builds teachers’ expertise, including those newest to the profession. Leaders are committed to supporting staff wellbeing. They recognise that staff take on multiple roles in this small school and are careful to protect their workload. As a result, staff morale is high.

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Leadership and governance Expected standard

Parents and carers speak positively about the leadership of the school and the impact of the support given to their children.

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

Everyone knows and cares for each other in this vibrant and welcoming school. Pupils learn well and flourish here. They arrive promptly each day, smiling and ready to learn. Pupils greet staff and friends with a cheerful wave. They love the time they spend in school. Consequently, pupils’ attendance is high. Pupils are taught and encouraged to live out the school’s values of respect, compassion and perseverance. This shapes how they treat one another and how they contribute positively to the harmonious school community. Consequently, pupils feel safe and have a secure sense of belonging.

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

Pupils achieve well and show highly positive attitudes to learning. Lessons begin with pace and purpose, ensuring no learning time is lost. Pupils engage enthusiastically with the curriculum and take pride in their work. Those who face barriers to learning benefit from the school’s unwavering commitment to inclusion. Staff identify needs quickly, adapt teaching well and provide support that makes a notable difference.

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

Behaviour across the school is calm and purposeful. Pupils understand the school’s expectations and follow routines extremely well. They are very well mannered and polite. Older pupils are role models to younger children and support them in positive interactions at social times. Should any bullying or unkindness occur, pupils are confident that staff will deal with it fairly and quickly.

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

Pupils’ personal development is valued as highly as their academic learning. This helps to broaden their horizons and gives them valuable life experiences and memories. A wealth of clubs and visits enhances pupils’ interests and harnesses their talents. They appreciate being able to make a difference to school life through leadership roles, such as worship monitors, school councillors and play leaders. At the end of key stage 2, pupils leave school well prepared for their next stage of learning.

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Next steps

Leaders should continue to embed the school’s new approach to the teaching of writing to strengthen the consistency of teaching in this subject across the school. Leaders should ensure that highly effective teaching is embedded across the school, so that pupils develop detailed knowledge and skills and achieve highly.

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About this inspection

This school is part of The Weald Federation. The chair of the federated governing body is Robert French.

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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 executive headteacher, head of school, other staff and pupils. They spoke with a representative from East Sussex local authority and a representative from the Diocese of Chichester. The lead inspector spoke with a number of governors, including the chair of governors.

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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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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 14 July 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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105

Well below average The inspectors confirmed the following information about the school:

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105

The school does not make use of any alternative provision.

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105

The school is registered as having a Church of England religious character. It is part of the Diocese of Chichester. It received a section 48 inspection for schools of a religious character in June 2026.

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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

2023/24 (final) 58% 61% Close to average

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average

2022/23 (final) 67% 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) 80% 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

2024/25 (final) 70% 72% Close to average

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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

2023/24 (final) 67% 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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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. 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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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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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