|Name||All Saints’ and St Richard’s Church of England Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||15 November 2011|
|Address||School Hill, Old Heathfield, East Sussex, TN21 9AE|
|Religious Character||Church of England|
|Number of Pupils||91 (41% boys 59% girls)|
|Number of Pupils per Teacher||16.9|
|Local Authority||East Sussex|
|Percentage Free School Meals||14.3%|
|Percentage English is Not First Language||2.2%|
|Pupils with SEN Support||5.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Located in a rural setting, this school is smaller than average and caters for pupils from a wide area around the village of Old Heathfield. Almost all pupils are from a White British background. The proportion of pupils known to be eligible for free school meals is low. The proportion of pupils with special educational needs and/or disabilities is above average; these pupils include those with moderate learning difficulties, with autistic spectrum disorder, or with behavioural, emotional and social difficulties. The Early Years Foundation Stage comprises a Reception class. Other year groups are taught in mixed-age classes. The school has achieved the Healthy Schools award at Silver level. A toddler group meets in the school hall; this is run by the local children’s centre and is subject to a separate inspection.
Since theprevious inspection, the headteacher has ensured that improvements have continued so that this is now a good school. Her accurate view of the key issues that need to be tackled means that strategies have been carefully considered and consistently implemented. Teaching is now good, pupils make good progress, and the care, guidance and support for pupils are exceptional. The pupils thoroughly enjoy being at school because they say that teachers make learning fun. They are proud to be part of the school community, make an excellent contribution and their attendance is above average. Strategies to raise attainment have been successful, particularly in English. Strategies to improve attainment in mathematics are more recent and are beginning to bear fruit. In the most recent national tests, attainment rose and was above average overall. In almost all lessons, pupils make good progress because robust systems are used to provide teachers with a clear view of pupils’ needs and tasks are usually appropriate to meet these needs. Occasionally, in mathematics, some tasks and explanations are not as well focused for different year groups within the class. Targets are set for pupils in all subjects, although they are more established and effective in English than mathematics. The above average attainment and good progress mean that the achievement of pupils is good. The headteacher’s passion for developing the full potential of every child means there is a strong focus on the personal development of each individual. Pupils thrive on the excellent opportunities to contribute to the school through a range of responsibilities, helping to make the school such a positive place to be. Their understanding of the beliefs and lifestyles of those who may be different to themselves within the United Kingdom is not yet well developed, because : they have few opportunities to interact with such pupils. The behaviour of most pupils is usually good. A very few pupils with behavioural, emotional and social difficulties benefit from the outstanding support of the ‘Thrive’ group, to help them improve the choices they make. At times, the behaviour of some of these pupils is extremely challenging; the school works admirably to keep them safe and ensure that any disruption to learning for other pupils is minimised. The care, guidance and support for pupils are strengths of the school and are characterised by the strong relationships between adults and pupils. The headteacher leads the way by her readiness to listen to pupils, parents and carers, and staff; as a result, pupils show consideration for one another. A parent acknowledged this strength when they wrote, ‘When there’s something I’m worried about, they listen, think really carefully about it and then come up with a really proactive and useful solution.’ Adults in the Early Years Foundation Stage help children to settle quickly; parents and carers were very positive about how much their children were enjoying their start at school. Children make good progress because there is a good mix of learning opportunities available to them and because adults are skilled at nurturing their curiosity and development. Many parents and carers made highly positive comments about the school, particularly noting the approachability of all the staff and the focus on developing each pupil. In the words of one parent, ‘The children always come first and they are made to feel valued and important.’ The improvements in the provision of teaching, the curriculum and the pastoral care for pupils mean outcomes for pupils have improved and there is a robust strategic plan to ensure this trend continues. The governing body demonstrates good confidence in holding the school to account. Together, these factors mean that the school has good capacity to sustain and bring about further improvements.