Saltdean Primary School

Name Saltdean Primary School
Ofsted Inspection Rating Good
Inspection Date 03 December 2014
Address Chiltington Way, Saltdean, Brighton, East Sussex, BN2 8HB
Phone Number 01273303358
Type Primary
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 576 (53% boys 47% girls)
Number of Pupils per Teacher 20.9
Local Authority Brighton and Hove
Percentage Free School Meals 7.6%
Percentage English is Not First Language 7.8%
Catchment Area Information Available Yes, our catchment area data is FREE

Information about this school

The school is larger than the average-sized primary school. The majority of pupils are from White British backgrounds. The proportion of pupils from minority ethnic backgrounds and those who speak English as an additional language is below average. The proportion of disabled pupils and those who have special educational needs is approximately one tenth. This is below average. The proportion of pupils known to be eligible for the pupil premium (additional funding to support children in local authority care and those known to be eligible for free school meals) is approximately one fifth. This is below average. In recent times there have been three forms of entry into the full-time early years and also into Year 1. All other pupils are currently taught in single-age classes, with two parallel classes in each year group. The planned building and expansion programme from 2015 will eventually result in three forms of entry throughout the school. The school meets the current government floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics. A daily breakfast club, managed by the governing body, is run on the school site. There have been a number of staff changes since the last inspection including the appointment of a new deputy headteacher and also an assistant headteacher in the last academic year.

Summary of key findings for parents and pupils

This is a good school. School leaders have ensured that the school’s overall effectiveness has remained good since the last inspection. Pupils enjoy learning. They make good progress, often better in reading and mathematics. They achieve well as a result of consistently good and sometimes outstanding teaching, particularly in Year 6 where attainment is frequently above average. A rising trend of attainment in Years 1 and 2 in the last three years indicates that younger pupils now make good progress from their starting points, with increasing proportions reaching above national standards. This is an improvement. The provision for disadvantaged pupils and those with disabilities and special educational needs is effective and ensures they make similar progress compared with other pupils. Pupils behave well in and around the school and feel safe. They are polite, friendly and respectful to both adults and other pupils alike. Safeguarding arrangements are thorough and contribute well to pupils’ learning. The school provides a wide range of activities to develop pupils’ spiritual, moral, social and cultural awareness successfully and contributes well to pupils’ learning. Pupils are well prepared for life in modern Britain. Strong leadership from the headteacher and a highly effective leadership team is a key strength. Leaders regularly monitor pupils’ progress and information is used quickly to address any potential underachievement. Senior leaders and the governors are united in their clear vision for moving the school forward and, consequently, the school is well placed to improve still further. It is not yet an outstanding school because : There is not enough outstanding teaching throughout the school to ensure pupils, particularly the most able, make as much progress in writing as they do in reading and mathematics. Teachers do not always ensure that pupils follow their advice after their work is marked. The early years provision requires improvement. Weaknesses in teaching and in assessing children’s understanding and level of ability mean activities are not always matched to learning needs. Outdoor learning does not provide sufficient challenge in all areas of learning.