|Name||Fletching Church of England Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||10 November 2011|
|Address||Church Street, Fletching, Uckfield, East Sussex, TN22 3SP|
|Religious Character||Church of England|
|Number of Pupils||65 (49% boys 51% girls)|
|Number of Pupils per Teacher||15.4|
|Percentage Free School Meals||1.5%|
|Percentage English is Not First Language||0%|
Information about the school
Fletching is a village school and is much smaller than average, with pupils coming from the wider surrounding area. There are very few pupils of minority ethnic groups or who speak English as an additional language. The number of pupils who enter or leave the school, other than at the normal time, is above average. The proportion of pupils known to be eligible for free school meals is below average. There are an above average number of pupils with special educational needs and with statements of special needs in the school. These needs include learning, behavioural, emotional and social difficulties. Children in the Early Years Foundation Stage are taught in a combined Reception/Year 1 class. An acting headteacher has been in post for just half a term. A new substantive headteacher has been appointed to take up post in January.
Fletching is a good school. Although there are challenges at the moment owing to the changes in leadership, there is stable atmosphere of high expectations. There is a genuine feeling of teamwork among all adults who share a vision of continued improvement. All staff, working with the reorganised senior leadership team, have recognised the need to increase the pace of improvement by implementing agreed and shared initiatives. The school’s long-established good reputation in the community is due to the hard work of all staff and governors who share their values and ambitions for the school. Consequently, the school is well placed to build on its strengths and has a good capacity to improve. As one parent, reflecting a majority view, observed, ‘There is a lovely atmosphere at the school and the teachers are good and work well as a team, so the change in headship should not affect the children’s performance.’ The overall effectiveness of the Early Years Foundation Stage is outstanding. Owing to effective organisation and careful early assessments, pupils begin to make excellent progress immediately. The number of pupils who took the national tests in Year 6 in 2011 was very small, but their results were above average, and showed good progress overall. Although an above average number of pupils join or leave the school in Key Stage 2, the consistently effective teaching, through the careful focus on the needs of these incoming pupils, enables all pupils to make good progress. The provision for pupils whose circumstances make them potentially vulnerable, or for those with special educational needs and/or disabilities, is very good and leads to these pupils making good progress. Staff have created attractive classrooms with imaginative displays and these provide positive learning environments for pupils. The curriculum covers all subjects and is enhanced by a good range of additional activities, visits and visitors. The school rightly has a priority to reorganise its medium-term planning to give pupils increasing opportunities to practise and further consolidate their literacy, numeracy, and information and communication technology (ICT) skills. It has accurately identified the need to embed curriculum changes and links between subjects further to enhance pupils’ learning and enjoyment, and make all lessons as relevant to pupils’ interests as possible. The pastoral support, guidance and care provided for all pupils are excellent and, as a result, by the time pupils leave the school, they are mature and thoughtful young adults who make an extremely effective contribution to the school and the local community. Pupils behave extremely well in lessons and around the school, and feel very safe, reflecting the staff’s high expectations and highly effective level of care and moral guidance. Pupils have a good awareness of how to lead a healthy lifestyle. The school does much to promote its place in the local community and works effectively with many organisations and local businesses. The contribution of the Parent Teacher Association is exceptional, and much appreciated by all concerned. The school’s audit of community cohesion, undertaken by governors and staff, is underpinned by a careful analysis of the school’s context. Links with schools abroad have begun to be established and pupils’ awareness of, and preparation for, living and working in a culturally diverse United Kingdom are also being developed well.