Sidlesham Primary School

Sidlesham Primary School

Address: Keynor Lane, Sidlesham, Chichester, West Sussex, PO20 7NL Unique reference number (URN): 125853

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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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Curriculum and teaching Strong standard

Leaders are highly ambitious for all pupils, including those with special educational needs and/or disabilities and those who are disadvantaged. Leaders have designed a curriculum which is very well sequenced. This ensures that the important knowledge pupils need to know is covered and recapped. Leaders ensure that the curriculum is adapted for different subjects, enabling pupils to learn well.

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Curriculum and teaching Strong standard

Leaders emphasise the importance of foundational knowledge across the curriculum. Staff receive effective training to deliver the phonics curriculum throughout the school. Teachers identify gaps in learning and intervene quickly to fill these gaps.

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Curriculum and teaching Strong standard

Leaders support teachers to develop the specialist subject knowledge they need. Consistent, well-structured lessons enhance pupils' learning. This includes opportunities to revisit prior learning, present new information and for pupils to practise what they have learned. Teachers ensure assessment informs future learning. They address misconceptions effectively, enabling pupils to keep up.

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Curriculum and teaching Strong standard

Teachers put in place precise and impactful modifications to support pupils with barriers to their learning. This enables these pupils to access the curriculum fully and learn effectively alongside their peers.

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Early years Strong standard

Leaders have developed a curriculum that identifies the important knowledge children should learn in reading, writing and mathematics. The curriculum ensures that a range of well-designed activities allow children to embed this knowledge through repeated practise. Children then develop a greater fluency over time. Staff in the early years receive expert training. They ensure that information is clearly presented. Staff then check on what pupils have understood and identify the knowledge they have not yet secured. There are high- quality interactions in the early years that build children’s understanding. Staff know where pupils need additional encouragement and help pupils systematically.

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Early years Strong standard

Leaders have high expectations of children’s behaviour. Routines in lessons and social times are well established through secure relationships. Staff know the needs of individual pupils and identify specific learning needs quickly. Leaders put in place effective interventions and modifications to learning, ensuring children learn well. Where support is needed from external agencies, leaders find it and then put into place any recommendations.

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Early years Strong standard

Leaders ensure that pupils are ready for the transition to Year 1. Information is shared with parents and carers. This enables children to thrive as they move through school.

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Inclusion Strong standard

Leaders have developed a highly inclusive ethos across the school. They are highly ambitious for all pupils to achieve well, including those with special educational needs and/or disabilities and those who are disadvantaged. Leaders use a range of techniques to identify pupils' needs. This is highly effective at ensuring barriers to learning are quickly addressed.

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Inclusion Strong standard

Leaders ensure that teachers receive highly effective training in how to support pupils with varying need. Training is delivered both internally and by external professionals. Leaders ensure that strategies are then used to quickly overcome pupils' barriers to learning. Leaders recognise that pupils' needs change over time. They closely monitor pupils' progress and adapt their strategies effectively. For example, pupils who were in a nurture group now work effectively alongside their peers in classes.

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Inclusion Strong standard

The pupil premium strategy is evidence-based. Effective training supports staff to implement the strategy consistently across the curriculum. Leaders identify individual barriers and adapt the strategy to overcome them.

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Inclusion Strong standard

Staff ensure that pupils’ barriers to learning are overcome so that they can fully benefit from opportunities across the curriculum. Where leaders use alternative provision, it is in the best interests of pupils.

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Leadership and governance Strong standard

Leaders have had a highly positive impact on the school. They have a detailed understanding of the strengths and what they want to improve. Leaders evaluate their actions and the impact they have on pupils' learning. This has led to significant improvements in all areas of the school’s work. Where areas are not yet highly effective, they are continuing to improve at pace. The impact of leaders' actions is particularly notable in improved pupil outcomes.

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Leadership and governance Strong standard

Governors also have an in-depth knowledge of the school. They provide challenge to leaders to ensure that improvements are sustained but also ensure they support them. Governors have a range of skills, which they utilise effectively. They complete their statutory duties to a high standard and put the education of all pupils at the heart of decision-making.

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Leadership and governance Strong standard

Leaders ensure that the needs of pupils with special educational needs and/or disabilities and those who are disadvantaged are a high priority. Staff share these expectations and support them to achieve well. Professional development is expertly planned to align with the school priorities. Leaders utilise both the expertise they have in school and external providers to ensure that it improves pupils' experience. Staff feel valued by leaders and appreciate the support they receive to manage their workload and wellbeing. Parents and carers value the school, with nearly all parents recommending the school to others.

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Leadership and governance Strong standard

Leaders have built positive relationships with other schools, the community and professionals. This supports them to continue to build on the excellent education pupils receive.

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Personal development and wellbeing Strong standard

Leaders have designed a comprehensive personal development programme. It ensures pupils learn the full curriculum alongside local contextual issues, such as living by the sea and in a rural area. The curriculum supports pupils to develop their character and become responsible citizens.

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Personal development and wellbeing Strong standard

Pupils develop a detailed knowledge of the curriculum. They can confidently discuss the relationships and sex education and health education curriculum. Pupils know how to keep safe online and in the community. Pupils learn about a range of religions and can discuss the differences between them. They know why discrimination is unacceptable and that it is important to treat everyone equally. Pupils know what it means to live in modern Britain. They know why the rule of law and democracy are important. The curriculum prepares pupils well for their next steps.

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Personal development and wellbeing Strong standard

Pastoral care is a strength of the school. Leaders proactively identify the needs of pupils through weekly meetings of key staff. Effective support is put in place that ensures pupils' wellbeing is maintained. Leaders recognise the needs of vulnerable pupils and work alongside parents and carers to overcome these barriers. Parents recognise this and value the leaders' support.

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Personal development and wellbeing Strong standard

Leaders have created an integrated schedule of trips and visits. These complement the curriculum and enhance pupils' learning. These include trips to local farms, London landmarks and places of historical interest. Leaders ensure that these opportunities are accessed by all pupils, including those with special educational needs and/or disabilities and those who are disadvantaged.

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Personal development and wellbeing Strong standard

The wide range of clubs before and after school develop pupils' talents and interests. All pupils receive small-group music lessons and have the opportunity to represent the school. Pupils value the leadership opportunities, which include eco-leaders, school council and wellbeing leaders. They feel valued by school leaders and believe that their opinion matters.

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Achievement Expected standard

Pupils’ achievement in national tests has increased significantly over the last 2 years. Pupils now achieve above national averages in reading, writing and phonics. Pupils’ results in mathematics are now in line with national averages. Pupils' work in lessons demonstrates that they are developing their understanding at age-related expectations across the curriculum. Pupils discuss new learning using knowledge they have already learned.

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Achievement Expected standard

Pupils develop fundamental skills in reading, spelling, handwriting and mathematics. This starts in the early years and builds logically through to Year 6. Teachers identify gaps in pupils’ knowledge. High-quality teaching and focused intervention ensure these gaps are closed quickly. Pupils are well prepared for the next stages in their education. They gain the knowledge and skills they need to thrive as they progress through school and beyond.

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Attendance and behaviour Expected standard

Leaders have a relentless focus on improving pupils’ attendance. As a result, the attendance of all groups has improved. This is notable in the reduction in persistent absence. Leaders meticulously monitor the attendance of individuals and groups of pupils. They identify the barriers to poor attendance and put in appropriate strategies to overcome them. This includes working with external agencies and using the expertise in school. Leaders have also focused on ensuring that a range of clubs in the morning are on offer to support pupils to want to attend school.

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Attendance and behaviour Expected standard

Leaders have created a calm and purposeful learning environment. Pupils are kind to each other and respectful of staff. Warm relationships are evident across the school. Teachers consistently ensure that routines are well established, meaning low-level disruption is rare. Leaders do not accept any form of discriminatory language and pupils are confident to report concerns. Bullying is rare and pupils report it knowing leaders will deal with any bullying effectively. In lessons, pupils apply themselves well, they are keen to learn and ask for help when needed. This ensures that they are able to keep up with their learning. Where adjustments are needed for individual pupils, they are well considered and enable pupils to engage fully in the curriculum.

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

Pupils are proud members of Sidlesham Primary School. They value the opportunities they have to learn outside the classroom and visit places of interest, such as farms and the popular Year 6 residential. Pupils take part in a wide range of clubs, including scooting, dodgeball, baking and music.

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

Pupils behave well both in lessons and social times. They are respectful of each other and build positive relationships. Pupils trust adults to help them and know who to go to if they need support. This makes them feel safe. Bullying is rare and if it does happen, adults deal with it well.

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

Pupils enjoy their lessons. They want to do their best and work hard. Pupils benefit from a well-taught curriculum, which means that achievement has significantly improved. Pupils with special educational needs and/or disabilities and those who are disadvantaged are identified quickly. They get the adaptations they need to learn effectively alongside their peers.

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

Pupils enjoy attending school, and this means that overall attendance has improved for all pupils. They enjoy the morning sports clubs and build warm and positive relationships with adults. This makes pupils feel that they belong and can thrive.

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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 22 September 2026

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Next steps

Leaders should embed the attendance strategy to ensure that pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, improve their attendance further.

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About this inspection

The chair of the board of governors in this school is Stuart Blunden.

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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 22 to 23 September 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

The inspection team spoke with school leaders, including the special educational needs and disabilities coordinator. They also held discussions with representatives of the local governing body and a representative of the local authority. Inspectors spoke to staff, parents and carers and pupils.

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About this inspection

Inspectors confirmed the following information about the school:

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About this inspection

The school currently use one alternative provision, which is unregistered.

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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. National average: 4.1%

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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) 60% 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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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) 73% 72% 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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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

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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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