Funtington Primary School

Inspection Report Funtington Primary School

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125830 Unique Reference Number West Sussex LEA 282007 Inspection number 27 June 2006 to 27 June 2006 Inspection dates Eileen Chadwick AI Reporting inspector

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This inspection was carried out under section 5 of the Education Act 2005.

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Heather Close School address Primary Type of school West Ashling Community School category Chichester, West Sussex PO18 8DR 4 to 11 Age range of pupils

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01243 575675 Telephone number Mixed Gender of pupils 01243 576030 Fax number 97 Number on roll Mr R Knight Chair of governors The governing body Appropriate authority Mrs Joy Arrowsmith Headteacher 6 November 2000 Date of previous inspection

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Inspection number Inspection dates Age group 282007 27 June 2006 - 4 to 11 27 June 2006 Website: www.ofsted.gov.uk

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This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

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Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied.

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Introduction

The inspection was carried out by two Additional Inspectors.

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Description of the school

This small school serves the village of Funtington and surrounding area. The proportion of pupils with learning difficulties and disabilities is broadly average. The area served by the school is generally affluent and no pupils receive free school meals. Pupils’ overall attainment on entry is above average, though wide ranging.

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Key for inspection grades

Outstanding Grade 1 Good Grade 2 Satisfactory Grade 3 Inadequate Grade 4 1 Inspection Report: Funtington Primary School, 27 June 2006 to 27 June 2006

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Grade: 2

This is a good school which provides well for its pupils. It evaluates its own performance accurately and correctly judges its own effectiveness to be good. The headteacher’s clear vision for improving the school and better checks on pupils’ progress have led to higher standards this year in Years 2 and 6 compared with 2005. Pupils are now making good progress throughout the school. Good provision in the Reception year enables most children to reach or exceed nationally expected standards by the time they enter Year 1, although few reach higher levels in writing. By Year 2, standards are well above average in reading, writing and mathematics. By Year 6, they are exceptionally high in English and mathematics and well above average in science. Pupils with learning difficulties and disabilities make good progress with excellent progress in Years 3 to 6. Pupils’ personal well-being and development are outstanding and their behaviour is

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Grade: 2

excellent. The school takes good care of pupils. Teaching, learning and the curriculum are good overall. Work is often challenging, although, occasionally, more-capable pupils mark time when work is too easy. Teachers’ marking of work does not always give pupils a clear idea of how to improve. The headteacher’s good leadership and management, in partnership with a very supportive and effective governing body, have led to good improvements since the last inspection. The school has the capacity to continue to improve and provides good value for money.

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What the school should do to improve further

• Raise the proportion of children reaching higher standards in writing by the end of Reception. • Improve the consistency of more-capable pupils’ progress by always providing them with well-matched work. • Ensure marking always shows pupils what they need to do to improve.

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Grade: 2

Pupils achieve well and reach high standards by the time they leave. Pupils’ overall attainment on entry is above average, although wide ranging. Children in the Reception year make good progress and most reach or exceed the nationally expected standards by the end of Reception, although fewer reach higher levels in writing than in reading and mathematics. In Years 1 and 2, pupils’ good progress leads to well above average standards in reading, writing and mathematics by the end of Year 2. Improvements in the checking of pupils’ progress have led to much better achievement this year compared with recent years and, as a result, higher standards have been reached. By Year 2, pupils write well for a range of different purposes. 2 Inspection Report: Funtington Primary School, 27 June 2006 to 27 June 2006 In Years 3 to 6, pupils make good progress in relation to their starting points. By Year 6, they reach standards that are exceptionally high in English and mathematics and

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Grade: 2

well above average in science. Pupils with learning difficulties achieve well and their achievement is excellent in literacy and numeracy in Years 3 to 6. The school is now achieving most of its challenging targets. However, in mathematics in 2005, targets were modest and not met in relation to the higher achievers.

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Grade: 1

Pupils’ personal development is outstanding. Throughout the school, pupils greatly enjoy lessons and approach tasks with enthusiasm and commitment. Attitudes to learning are excellent. Behaviour, both in lessons and at playtimes, is outstanding because of the school’s clear expectations and excellent relationships. The emphasis on pupils’ spiritual, moral, social and cultural development is strong, thus enabling pupils to develop a sensitive approach to school life and appreciate a range of different cultures. Pupils are very proud of their school and regard it as a place where they feel safe and free from problems such as bullying. Pupils feel they have a strong voice through the effective school council, which puts forward ideas on a range of topics. Pupils make very positive contributions to the community and suggest ideas and raise funds for worthy causes such as ‘Children in Need.’ Attendance has improved since the last inspection and is now above the national

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Grade: 1

average. Pupils have a very good understanding of the importance of safety in a range of contexts and know what constitutes a healthy lifestyle. Pupils work very well in teams and make joint decisions. They successfully gain economic awareness through business and enterprise projects, as well as their work in literacy and numeracy.

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Grade: 2

Teaching and learning are good overall. All teachers use a good range of methods and resources which inspire pupils to learn. Information and communication technology (ICT) is deployed well for promoting learning and teachers make very effective use of interactive whiteboards to enliven lessons and make learning relevant. In Reception there is a good balance between enabling children to learn through focused class and group teaching and purposeful play. Teachers’ good subject knowledge is reflected in their thorough planning and teachers use a good range of methods for measuring and tracking pupils’ attainment and progress. Typically in lessons much is expected of pupils and tasks are adjusted to match learners’ needs and abilities. However, in some lessons, teaching is less effective because too much time is spent on repeating what pupils already know and can do, especially during lesson introductions.

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Grade: 2

3 Inspection Report: Funtington Primary School, 27 June 2006 to 27 June 2006 Classroom assistants provide good support for pupils with learning difficulties and disabilities, with some excellent support in Years 3 to 6. Occasionally in Years 1 and 2, when those with literacy learning difficulties are taught with the whole class, the steps for them to learn sounds and develop their writing are rather hard.

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Grade: 2

The curriculum is good overall, with outstanding features. It is broad and rich and enhanced by a superb range of visits and visitors. The creative aspects are particularly strong, with excellent art and project work throughout the school. In Reception, the curriculum is well planned and practical, although there are not enough opportunities for challenging more-capable pupils in writing. In Years 1 to 6, planning for teaching English and mathematics is good and enables pupils to do well. Relevant practical work often underpins opportunities for pupils to apply their writing to many curriculum areas. . More-able pupils are generally well catered for, although provision for gifted and talented pupils is not always as good as it might be, for example, in mathematics. Pupils participate in a good range of after-school activities, especially sport.

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Grade: 2

The school cares well for its pupils and provides an exceptionally welcoming and well-kept learning environment. Its caring ethos generates a positive climate for learning. This contributes to pupils’ good achievement and outstanding personal development. Secure systems are in place to monitor and promote pupils’ safety, well-being and progress. Child protection procedures are good and well understood throughout the school community. In the Reception Year, children are given good support to settle happily and become confident learners. The school works very effectively with outside agencies to support pupils with learning difficulties and disabilities. There are good links with local schools. Procedures for tracking pupils’ achievements are working well and enable teachers to successfully move pupils’ learning forward. Pupils know their targets in English and mathematics. However, teachers’ marking is of variable quality and does not always

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Grade: 2

show pupils their strengths and weaknesses or how best to improve their work.

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Grade: 2

Leadership and management at all levels are good. The headteacher has a clear vision about how to move the school forward and has generated strong teamwork amongst staff. Pupils’ enjoyment, well-being and achievement are to the forefront of all staff’s priorities. The great majority of parents are pleased with the quality of education and care provided. 4 Inspection Report: Funtington Primary School, 27 June 2006 to 27 June 2006 The headteacher and staff have a good understanding of the school’s strengths and weaknesses and listen carefully to the views of parents. Subject leaders have a thorough grasp of standards and carefully monitor them across the school. As a result of this and the impact of efforts to improve pupils’ achievement, better standards have been reached this year. The quality of teaching is regularly monitored by the headteacher and subject leaders, with a good impact on improving provision and pupils’ achievement.

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Grade: 2

The school sets demanding targets for standards pupils should reach over shorter time scales and makes rigorous provision to enable these to be met. This is a major reason why standards are improving. Governance is good. Governors are very supportive and effective in challenging the school. They have raised substantial sums of money to enable the school to improve its accommodation and ICT facilities, with very good results. The pace of all-round improvement has been good over the last few years and shows the school has a good capacity to continue to improve. It provides good value for money. 5 Inspection Report: Funtington Primary School, 27 June 2006 to 27 June 2006 .

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set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s

website: www.ofsted.gov.uk. 6 Inspection Report: Funtington Primary School, 27 June 2006 to 27 June 2006

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Overall

Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate

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learners?

NA 2 How well does the school work in partnership with others to promote learners' well-being? NA 2 The quality and standards in foundation stage NA 2 The effectiveness of the school's self-evaluation NA Yes The capacity to make any necessary improvements NA Yes Effective steps have been taken to promote improvement since the last inspection

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Achievement and standards

NA 2 How well do learners achieve? NA 2 The standards 1 reached by learners

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Achievement and standards

NA 2 How well learners make progress, taking account of any significant variations between groups of learners NA 2 How well learners with learning difficulties and disabilities make progress

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learners?

NA 2 The extent of learners' spiritual, moral, social and cultural development NA 1 The behaviour of learners NA 2 The attendance of learners NA 1 How well learners enjoy their education NA 1 The extent to which learners adopt safe practices NA 2 The extent to which learners adopt healthy lifestyles NA 1 The extent to which learners make a positive contribution to the community NA 2 How well learners develop workplace and other skills that will contribute to their future economic well-being

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needs and interests of learners?

NA 2 How well are learners cared for, guided and supported?

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needs and interests of learners?

Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly below average; Grade 3 - Broadly average; Grade 4 - Exceptionally low.

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and supporting all learners?

NA 2 How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education NA 2 How effectively performance is monitored, evaluated and improved to meet challenging targets, through quality assurance and self-review NA 2 How well equality of opportunity is promoted and discrimination tackled so that all learners achieve as well as they can NA 2 How effectively and efficiently resources are deployed to achieve value for money NA 2 The extent to which governors and other supervisory boards discharge their responsibilities NA Yes The adequacy and suitability of staff to ensure that learners are protected

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The extent to which schools enable learners to be healthy

Yes Learners are encouraged and enabled to eat and drink healthily Yes Learners are encouraged and enabled to take regular exercise Yes Learners are discouraged from smoking and substance abuse Yes Learners are educated about sexual health

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The extent to which providers ensure that learners stay safe

Yes Procedures for safeguarding learners meet current government requirements Yes Risk assessment procedures and related staff training are in place Yes Action is taken to reduce anti-social behaviour, such as bullying and racism Yes Learners are taught about key risks and how to deal with them

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The extent to which learners make a positive contribution

Yes Learners are helped to develop stable, positive relationships Yes Learners, individually and collectively, participate in making decisions that affect them Yes Learners are encouraged to initiate, participate in and manage activities in school and the wider community

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The extent to which schools enable learners to achieve economic well-being

Yes There is provision to promote learners’ basic skills Yes Learners have opportunities to develop enterprise skills and work in teams NA Careers education and guidance is provided to all learners in key stage 3 and 4 and the sixth form NA Education for all learners aged 14–19 provides an understanding of employment and the economy

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Text from letter to pupils explaining the findings of the inspection

Dear Children, Thank you so much for your help and for making us so welcome when we visited your school in June. We really enjoyed meeting you. This letter is to tell you what we particularly liked about your school and to mention a few things that could be improved. These are some of the things we thought were good: • You really enjoy learning and work hard. Your behaviour is excellent in class and during playtimes. • The teachers put a lot of effort into providing you with interesting work and this helps you to make good progress. • Your headteacher leads the school well and all adults work as a team to help you learn, look after you, listen to what you say and make sure you are happy in school. • Outside visits and visitors make your work exciting, your artwork is very good and you have very good opportunities to use computers. These are the things we have suggested that will help your school to become even better:

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Text from letter to pupils explaining the findings of the inspection

• Make sure that your work is never too easy. • Make sure teachers’ marking always lets you know how you can improve. With very best wishes, Eileen Chadwick Lead inspector

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