Crowhurst CofE Primary School

Crowhurst CofE Primary School

Address: Forewood Lane, Crowhurst, Battle, East Sussex, TN33 9AJ Unique reference number (URN): 114497

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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 acquire much of the knowledge and skills needed for the next stage of their education, although this is not consistent across all subjects and groups of pupils. Inconsistencies in curriculum delivery, teaching and the effective adaptation of teaching mean that some pupils do not learn as successfully as they could. This includes disadvantaged pupils and those with special educational needs and/or disabilities. While these pupils make progress from their individual starting points, staff do not consistently match support closely enough to their needs. More precise and consistent support would help these pupils secure knowledge more effectively and make stronger progress over time.

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Achievement Expected standard

Typically, pupils' attainment in national assessments is close to national averages. This includes disadvantaged pupils, although small cohort sizes limit the value of year-on-year comparisons with national published figures. Pupils develop secure early reading skills. The proportion of Year 1 pupils who meet the expected standard in the phonics screening check is close to national averages. Pupils apply their phonics knowledge confidently to read unfamiliar words, and most read fluently by the end of key stage 2.

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Attendance and behaviour Expected standard

Attendance is close to national averages. Leaders maintain full oversight of pupils' attendance. They understand the barriers which affect pupils' attendance. Leaders work closely and constructively with parents and carers. This has had a positive impact on attendance across the school. Their actions have led to a clear reduction in persistent absence among pupils with special educational needs and/or disabilities (SEND). Attendance has also improved quickly for other groups, including disadvantaged pupils.

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Attendance and behaviour Expected standard

Pupils' behaviour and attitudes to learning are positive. They work calmly and engage well in lessons. They show focus and a genuine enthusiasm for learning. Children in the early years share resources sensibly. Pupils throughout the school treat one another with respect. Leaders promote an inclusive approach to behaviour. They provide targeted support for pupils with SEND, use behaviour plans and risk assessments effectively, and work closely with parents. Staff know pupils well and respond sensitively to their emotional needs. Pastoral support is effective. Pupils feel safe, valued and supported. They understand and celebrate difference. Instances of bullying and discriminatory behaviour are rare. Staff respond quickly and effectively to any such cases that arise. Positive relationships and effective preventative work create a calm, purposeful and supportive environment. These actions have also helped to reduce suspensions.

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Early years Expected standard

Children make a positive start to school life in the early years. Staff work closely with families and help children settle quickly. They build positive relationships with children from the start. Children feel safe, valued and become increasingly independent. High-quality interactions between staff and children support the curriculum. Staff model care and kindness. Positive and respectful relationships are evident across the setting. As a result, children become confident learners.

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Early years Expected standard

Leaders have established an engaging and well-sequenced curriculum. They ensure that it prepares children well for the next stage of education. Staff use resources effectively in order to enrich learning indoors and outdoors. Children develop a love of learning and enjoy exploring the outdoor environment. Staff know children well. They identify barriers to learning quickly and provide effective support, including for children with special educational needs and/or disabilities.

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Early years Expected standard

Early reading is a priority. Children develop a love of books and acquire the essential knowledge and skills they need for future learning. Staff teach phonics effectively. By the time children move into Year 1, many read words accurately and demonstrate secure phonics knowledge. The proportion of children achieving a good level of development is typically close to or above the national average.

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Leadership and governance Expected standard

Since the last inspection, there have been changes to school leadership. There is a renewed focus to the school's improvement work. Leaders are focusing on the right priorities. They place the needs of the community at the heart of their decision-making. They understand the school's context well and have an accurate view of its strengths and the areas for further development. They seek external support and use it effectively to strengthen provision and raise expectations. Leaders recognise that further work is needed to achieve their ambition for every pupil to fulfil their potential. They act with urgency to improve the quality of the provision in the school.

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Leadership and governance Expected standard

Leaders and governors understand the school's priorities and work together to drive improvement. Governors support and challenge leaders effectively. Those responsible for governance fulfil their statutory duties. Leaders work closely with external partners to secure effective support for pupils with additional needs. They consider staff workload and wellbeing carefully. Staff feel valued and understand their role in improving the school. Leaders provide professional learning opportunities that develop staff expertise. Staff benefit from visits to other settings and apply these experiences to strengthen their practice.

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Leadership and governance Expected standard

Leaders and staff have established positive relationships with pupils, families and the wider community. Parents and carers value the school's role in the community and welcome opportunities to visit the school and share their views. Leaders listen and respond to feedback. Staff know pupils and families well. They work closely with them to remove barriers to learning and attendance. As a result, the school has created a firm sense of belonging.

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Personal development and wellbeing Expected standard

Leaders prioritise pupils' personal development and wellbeing. They have created a coherent programme that helps pupils grow personally and socially. Staff teach pupils strategies to manage their behaviour positively. Effective pastoral support ensures that pupils receive the help they need. Through the 'faith in action' programme, pupils learn to care for others and contribute to the school and wider community.

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Needs attention

A wide range of enrichment opportunities broadens pupils' experiences. Pupils attend clubs, take part in themed curriculum days and visit places of local interest. These experiences help them develop new skills and deepen their knowledge. Pupils speak confidently about swimming lessons and visits to other local schools. Leaders prioritise disadvantaged pupils for clubs and enrichment activities. As a result, participation rates are high and disadvantaged pupils benefit fully.

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Needs attention

Pupils develop confidence and resilience through a range of experiences. A carefully mapped worship programme strengthens pupils' spiritual, moral, social and cultural development. It encourages reflection, respect for others and cultural appreciation. Pupils strengthen their public-speaking skills through worship assemblies and performances. Fundraising and community activities help pupils develop a sense of social responsibility and a willingness to support others. All pupils, including disadvantaged pupils, take part in these opportunities.

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Needs attention

Preparation for future life is embedded within the wider curriculum. Pupils learn about different careers through visitors working in telecommunications, the armed forces and charitable organisations. These experiences broaden pupils' aspirations and increase their awareness of future opportunities. Pupils understand key British values, including democracy, the rule of law and tolerance. They refer to examples such as voting and the legal system. However, this understanding is not equally secure across all year groups.

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Needs attention

An age-appropriate relationships and sex education and health education curriculum supports pupils' understanding of healthy relationships, puberty and physical development. Pupils learn how to stay safe both online and offline. As a result, they understand potential risks and know how to seek help when they need it.

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Curriculum and teaching Needs attention

Leaders know that the school's curriculum is not yet consistently well planned and sequenced. Consequently, pupils' learning does not always build securely on what they already know. Teachers do not develop pupils' knowledge and skills systematically enough in all subjects. This limits how well pupils learn and remember new content. New leadership now checks the quality of the curriculum more regularly and is strengthening curriculum planning. These improvements are beginning to have a positive impact, but this work is not yet fully embedded.

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Curriculum and teaching Needs attention

Teachers generally have secure subject knowledge and understand pupils' needs. However, they do not apply this knowledge consistently across subjects and year groups. As a result, teaching varies across the school. In lessons where teaching is most effective, teachers check pupils' understanding carefully. In other lessons, however, pupils' misconceptions are not identified quickly enough. This means that some pupils' knowledge is less well developed and they struggle to apply what they have learned.

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Curriculum and teaching Needs attention

Leaders and staff consider adaptations for pupils with special educational needs and/or disabilities and those facing additional barriers to learning. However, staff do not always precisely match these adaptations to pupils' needs. This means that some pupils do not learn as successfully as they can. Leaders recognise the need to improve the precision and consistency of support so that all pupils can secure the knowledge and skills they need.

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Inclusion Needs attention

The school's approach to inclusion is not yet fully developed. While plans for pupils with special educational needs and/or disabilities (SEND) are in place, they do not always lead to effective support for these pupils. Leaders know this and are taking purposeful steps to strengthen the school's inclusive culture, but this work is not fully embedded. They acknowledge that greater consistency for all pupils with additional needs is still required. Leaders' monitoring of classroom provision has recently improved. However, the support provided in class is not sharply focused on addressing pupils' academic barriers alongside their pastoral needs.

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Inclusion Needs attention

Increased scrutiny and guidance for teachers have raised staff's awareness of their responsibilities for vulnerable pupils. Individual plans for pupils with SEND clearly set out the help pupils need to succeed. These plans help staff understand needs more accurately and indicate how to adapt learning and provide support matched to pupils' targets. More consistent application of the detail of these plans will ensure pupils with SEND get the support they need.

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Inclusion Needs attention

Leaders work appropriately with external agencies, and this engagement is having a positive impact. Additional funding, such as the pupil premium grant, is suitably targeted. This has strengthened academic and pastoral support as well as cultural experiences for disadvantaged pupils.

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

Crowhurst Church of England Primary School is a small, friendly school where pupils feel they belong. Staff build warm relationships with pupils and their families. The school's values of kindness, respect, honesty, integrity, perseverance and resilience shape everyday life. Pupils treat each other with respect and value the school's welcoming culture. All pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities, take a full part in school life. Clubs, trips and special events, such as the end-of-year performance and residential visit, help pupils develop confidence and independence.

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

Pupils enjoy coming to school and attend regularly. They are curious and eager to learn. They speak enthusiastically about their lessons and take pride in their work. Classrooms are calm and purposeful. Across the school, pupils generally achieve well and most make appropriate progress from their starting points. Staff identify when pupils need extra help and provide support to reduce barriers to learning and wellbeing. As a result, most pupils, including those who face additional challenges, are well prepared for the next stage of their education. In some classes, variations in the quality of teaching mean that pupils do not learn as consistently well as they could. Leaders have recognised this and have begun to address it. Pupils behave well and treat each other with kindness. They understand what is expected of them and follow school routines confidently. Playtimes are enjoyable, pupils enjoy the wide

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

range of activities to choose from. Pupils know who to talk to if they are worried. Bullying is rare. Pupils are sure staff would deal with any instances quickly if it ever happened. Pupils talk confidently about feeling safe and the ways they learn about personal safety, including online and in the wider world.

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Next steps

Leaders should ensure that all staff consistently apply the strategies outlined in pupils' individual learning plans so that classroom support is precisely matched to pupils' academic and pastoral needs. Leaders and staff should ensure that the intended curriculum is sufficiently well sequenced across subjects and year groups so that new learning builds systematically on what pupils already know and can do. Leaders should ensure that high-quality teaching and targeted academic support, including any reasonable adjustments or curriculum adaptations for vulnerable pupils, are carefully planned and consistently implemented.

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About this inspection

The chair of governors in this school is Mike Stewart.

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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

This inspection took place from 30 June to 1 July 2026.

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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, senior teachers, special educational needs and/or disabilities coordinator, bursar, school staff and members of the governing body during the inspection. Inspectors also spoke to the school improvement partner and a representative of 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

At the time of the inspection, inspectors confirmed the number of pupils on the roll as 101.

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About this inspection

This school is registered as having a Church of England religious character. The last section 48 inspection was carried out in November 2019.

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About this inspection

The school uses no alternative provision.

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Lead inspector:

Ulric Neblett-Leigh, His Majesty's Inspector

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Team inspector:

Claire Martin-O'Donoghue, 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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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 30 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

2023/24 (final) 60% 61% Close to average

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average

2022/23 (final) 53% 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

2023/24 (final) 73% 74% Close to average

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average

2022/23 (final) 67% 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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average

2024/25 (final) 73% 74% Close to average

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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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gap

‘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) 5.1% 5.2% Close to average

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national average

2023/24 (3 term) 5.7% 5.5% Close to average

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national average

2022/23 (3 term) 5.9% 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 (3 term) 12.0% 13.0% Close to average

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national average

2023/24 (3 term) 15.5% 14.6% Close to average

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national average

2022/23 (3 term) 15.7% 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

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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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