|Name||Albourne CofE Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||01 December 2016|
|Address||The Street, Albourne, Hassocks, West Sussex, BN6 9DH|
|Religious Character||Church of England|
|Number of Pupils||194 (53% boys 47% girls)|
|Number of Pupils per Teacher||19.4|
|Percentage Free School Meals||6.7%|
|Percentage English is Not First Language||2.6%|
Information about this school
The school meets requirements on the publication of specified information on its website. Albourne Church of England Primary School is smaller than the average school. Of the seven class teachers, four have been teaching for less than two years and most are new to the school. The governing body has recently completed a review of governance, following which some new governors were appointed. Most pupils are of a White British heritage. The proportion of pupils from minority ethnic backgrounds is below average. The proportion of pupils who speak English as an additional language is below the national average. The proportion of pupils who are eligible for the pupil premium and pupils who have special educational needs and/or disabilities is below the national average.
Summary of key findings for parents and pupils
This is a good school Since the previous inspection, the headteacher, ably supported by the deputy headteacher, has ensured that teaching and pupils’ outcomes have steadily improved. Leaders’ drive and ambition have brought about higher expectations of what pupils can do and achieve. All staff now expect more of pupils. Teaching has improved since the previous inspection and is now good. Teachers plan interesting lessons that capture the interest of pupils, enabling them to learn new skills and knowledge. However, teaching does not consistently build on what pupils already know, understand and can do. Progress in reading, writing and mathematics is now good, although outcomes for the most able are not quite as strong in writing and mathematics. In reading, teachers challenge the most able pupils well, but this is not always the case in writing and mathematics. Pupils’ spiritual, moral, social and cultural development is good. Pupils are respectful, tolerant and have a good understanding of other cultures. Pupils who have special educational needs and/or disabilities and disadvantaged pupils make the same good progress as all other pupils in the school. Their progress is in line with that of all other pupils nationally. The most able disadvantaged pupils are carefully targeted and supported. Consequently, these pupils do well. Provision for pupils’ personal development is outstanding. Pupils show very high levels of care for one another. They are proud of their school, behave well and work hard. Children in the early years make good progress as a result of the effective teaching they receive. They are very well cared for and have very positive attitudes to their learning. Governors are supportive of leaders and are developing their understanding of their roles. They have recently begun to hold teachers and leaders effectively to account, but this is in the early stages. Some middle leaders fulfil their roles well. The less experienced middle leaders have yet to develop the necessary skills to improve teaching and pupils’ achievement in their areas of responsibility.