All Saints Church of England Primary School, Bexhill

About All Saints Church of England Primary School, Bexhill Watch Video

All Saints Church of England Primary School, Bexhill


Name All Saints Church of England Primary School, Bexhill
Ofsted Inspection Rating Good
Inspection Date 04 March 2015
Address All Saints Lane, Sidley, Bexhill-on-Sea, East Sussex, TN39 5HA
Phone Number 01424219083
Type Primary
Age Range 2-11
Religious Character Church of England
Gender Mixed
Number of Pupils 207 (43% boys 57% girls)
Number of Pupils per Teacher 20.5
Percentage Free School Meals 27.5%
Percentage English is Not First Language 4.8%

Information about this school

All Saints is a smaller-than-average-sized primary school. Most pupils are of White British heritage. The proportion of disadvantaged pupils supported by the pupil premium is above average. This is additional government funding provided to give extra support to pupils known to be eligible for free school meals and those who are looked after. The proportion of disabled pupils and those with special educational needs is above average. The school meets the government’s current floor standards. These set the minimum expectations for pupils’ attainment and progress in English and mathematics. More than half the staff are new to the school or their post since the previous inspection, including the mathematics leader. The English leader has recently returned to school following a period of absence and resumed her role. The school currently has a Reception class where children attend full time. Current building work is ongoing to provide the school with a Nursery class, due to open this year. The early years leader shares her expertise with other schools and is setting up a centre of excellence hub for early years on behalf of the local authority. Since the last inspection, permanent extensions to the school’s main building have replaced two temporary classrooms. The school runs a breakfast club, as well as several after-school clubs. The school is part of the Bexhill Alliance of Schools and has recently begun to work with the Thrive Teaching School Alliance.

Summary of key findings for parents and pupils

This is a good school. The headteacher and other leaders, well supported by governors, have raised the quality of teaching and learning successfully since the last inspection. Pupils in the school now are making good progress from their starting points as a result. Governors know the school well. They visit regularly to see how the school is doing. Governors use advice and training well to increase the robustness of these checks. Children in the Reception class quickly develop their speaking and listening skills because of the concerted efforts of a very skilled early years staff. Pupils’ progress has accelerated because teaching is now good. Teachers use accurate knowledge of how well pupils are doing effectively to plan activities that help pupils achieve well. Pupils now make good progress across the school. Around the school and in lessons, pupils behave well. Adults manage behaviour effectively, making sure that pupils are clear about the school’s rules and why they are important to keep. Pupils enjoy coming to school. They think the topics and subjects they learn are interesting and help them to learn well. Pupils’ attendance reflects this, and this has improved. Across all year groups pupils say they know that the adults in the school help them to stay safe. They are very clear about how to stay safe when it comes to e-safety. Parents and pupils acknowledge the considerable improvements in the school over the past few years. The vast majority of parents would recommend this school to another parent. It is not yet an outstanding school because : Standards pupils reach at the end of Key Stages 1 and 2 remain below the national average. Fewer pupils than might be expected are working at the higher levels. Sometimes teachers miss opportunities to stretch the most able pupils even further, hindering their progress. When pupils, especially the most able, are writing, the range of words they choose limits their achievement. Pupils are not always as careful as possible when writing. They forget to use correct punctuation and grammar or make simple spelling mistakes. In mathematics, pupils do not always get the chance to explain their ideas or how they have solved a problem fully and so deepen their understanding of a particular concept.




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