Barcombe Church of England Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is 'a small and mighty school where everyone flourishes in the heart of the community'. Being kind is important. Pupils nominate each other for acts of kindness, which are proudly displayed on the school's 'kindness rainbow'.

Pupils understand the significance of the school's values, such as perseverance, compassion and courage. These virtues reflect the school's high expectations and ensure that all pupils feel safe and cared for.

Pupils work hard.

They focus and show interest and resilience in their learning. They value their education and attend school regularly. Pupils' behaviour is exemplary in class and during breaktimes.

They are polite a...nd highly respectful to each other and staff. During social times, older pupils play alongside younger pupils, modelling turn-taking and teamwork.

The school helps pupils to be confident and accomplished leaders.

Roles such as librarians, 'digital leaders' and 'worship wardens' help pupils learn about responsibility. Pupils are proud to represent their school. They are encouraged to have a voice.

The school listens and is proactive in implementing pupils' ideas. For example, the school council is currently working on a federation project to write a 'Barcombe recipe book'.

What does the school do well and what does it need to do better?

School leaders share an unwavering sense of commitment and determination to ensure that everything is done in the best interests of children.

As a result, pupils are happy and achieve well. Staff feel supported by the school and the federation, particularly in curriculum design and in their well-being and workload.

Children get off to a strong start in the early years.

There is a sharp focus on developing their language and communication skills. Staff interact with children effectively, modelling language for children to practise as they play together. Written signs throughout the learning environment help children to recognise important vocabulary in print.

The school's curriculum is ambitious. Careful consideration has been given to how it meets the needs of mixed-age classes. Oracy and vocabulary development are strengths.

Teachers model vocabulary clearly, which pupils then use accurately in their learning. Teachers ask skilful questions to check and probe pupils' understanding. This helps teachers correct misconceptions and embed pupils' knowledge and skills.

The school prioritises reading. Knowledgeable staff teach the phonics programme effectively. Teachers regularly check that pupils are keeping up.

If pupils are at risk of falling behind, extra support is quickly put in place. This helps those pupils catch up. Pupils read books that include the sounds that they have been taught in phonics.

This helps them practise the sounds they know and quickly become fluent, confident readers.

Historically, pupils' learning in some subjects was not as secure as the school intends. This has resulted in pupils having some gaps in their prior knowledge, which makes it more difficult for them to learn new content.

For example, some pupils struggle to remember key number facts. This hinders them when solving mathematical problems that involve multiplication. Some pupils have misconceptions in their writing, such as poor spelling, punctuation and handwriting.

These issues slow some pupils' learning, which means that they do not learn as deeply or securely as they could. The school has rightly identified these aspects and is tackling them. As a result, pupils' recall of key knowledge in these subjects is improving.

Pupils with special educational needs and/or disabilities (SEND) achieve well. Pupils' individual needs are quickly and accurately identified. Staff skilfully adapt their teaching to provide bespoke support for pupils.

This ensures that pupils with SEND access the curriculum and participate fully in school life.

Pupils' behaviour is exceptional. They are respectful and well mannered.

School rules and expectations are consistently applied by staff. Pupils follow these without question because a culture of very positive behaviour is embedded throughout the school.

The school provides an extensive personal development offer for pupils.

Over time, pupils develop positive values, such as responsibility, forgiveness and hope. These values inform and guide pupils' motivation and attitudes. Personal development provision fits carefully within the rest of the school's curriculum.

As a result, pupils have access to a rich set of opportunities as they move through the school. These opportunities, including extra-curricular opportunities, strengthen the school's offer significantly. For example, pupils visit Glyndbourne Opera House and Lewes Castle, while others recreate the Battle of Hastings.

Other regular opportunities include a carefully designed outdoor curriculum for every year group, where children develop talents and interests and build strength of character from Reception onwards.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils are not given sufficient opportunity to develop and secure the core foundations of writing.

Handwriting, spelling and punctuation errors are not routinely identified and addressed. As a result, some pupils find it difficult to write accurately, which slows their progress. The school should ensure that the staff have the knowledge to develop pupils' foundational knowledge in writing fully effectively.

• The school has not addressed gaps and misconceptions in some pupils' foundational mathematical knowledge. This means that some pupils struggle to apply their understanding of multiplication to different situations. The school should ensure that these historical gaps in some pupils' knowledge are addressed effectively.

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