Bishop Tufnell CofE Primary School, Felpham

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at school and enjoy their learning. Leaders ensure that everyone is included.

Pupils value the friendships they forge with their classmates and that kind staff help them to learn. This is a school where all pupils are cherished.

Pupils' well-being is a priority for everyone in the school.

Pastoral care is strong. As a result, pupils feel safe in school and well supported by staff. Right from the start of early years, staff have high expectations for children's achievement and especially behaviour.

Pupils now behave well throughout the school. Staff provide effective support for pupils who need help to manage their behaviour and emoti...ons. Pupils trust adults to listen to them if they have any concerns or worries, including about bullying.

They know that staff will act quickly to sort out any problems.

Pupils enjoy a range of clubs, trips and visitors to school. They appreciate the special events and themed weeks that motivate and inspire.

Leaders are united in their passion and ambition to provide the best education. Leaders have got this school back on track and brought about steady improvement. Pupils are proud of their school and feel that they belong to the community it serves.

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

Leaders and governors do the right things in the right order. For example, they prioritised curriculum development, after behaviour and staffing had been stabilised. More experienced subject leaders have made sure that knowledge and skills are taught in a clear sequence over time, for example in mathematics and history.

Pupils achieve well in these subjects because they build knowledge and skills. In some foundation subjects, subject leadership is at an earlier stage of development.

Leaders and teachers do not use assessment consistently in foundation subjects.

For example, it is not always used to check for understanding or to embed knowledge. Leaders know that there is still some variation in the quality of some teaching and are effectively addressing this.

Pupils with special educational needs and/or disabilities (SEND) are quickly identified, and individuals' needs precisely pinpointed.

Staff use this information well, providing just the right amount of support for pupils to access the curriculum and learn well. Staff feel well supported by leaders, which helps create a positive environment where pupils are ready to learn. Pupils with SEND also develop their independence and a strong work ethic.

Reading is centre stage at this school. A strong focus on communication and language in early years gets children ready for learning phonics. Phonics is well planned and taught effectively.

This helps younger pupils get off to a strong start in learning to read. Staff check carefully how pupils are doing and adapt lessons accordingly. Adult support is used appropriately to ensure that those who are struggling with reading get the help they need quickly.

Teachers passionately promote a love of books. They use a range of high-quality texts to entertain and inspire pupils in their writing and help build their vocabulary.

Strong relationships and a culture of mutual respect have changed behaviour.

Pupils behave sensibly and work with positive attitudes. The school provides well for pupils' all-round development. They are taught to be courteous and to value everyone.

Pupils understand that discrimination is never tolerated. Children in early years learn how to regulate their behaviour and follow clear routines. This helps them focus on their learning.

Pupils are considerate and polite in classrooms and at social times.

Leaders have ensured that there is a range of opportunities for pupils to develop personally as well as academically. Pupils know why it is important to respect themselves as well as others.

They learn to look after their bodies and minds. Pupils build on this by considering how to look after others and how to be a good friend. Pupils embrace opportunities to take on responsibilities that develop their confidence, independence and citizenship.

Leaders have put together a programme of special events and curriculum enrichments that enhance pupils' learning and experiences.

Governors provide high levels of support for the leadership of the school, particularly during recent difficult times of instability around staffing. They have provided stringent challenge where needed, especially around curriculum development.

The drive to raise standards has created more work for staff. Some feel overwhelmed in spite of support, or any extra time given recently. However, most staff can see the light at the end of the tunnel.

Safeguarding

The arrangements for safeguarding are effective.

Leaders take the safeguarding needs of all pupils seriously. They have devised and implemented rigorous procedures to ensure that records are maintained well.

Leaders ensure that all staff are well trained and alert to any potential risk. Governors regularly monitor safeguarding practices in the school. The school has a strong culture of nurture as well as vigilance.

Staff know the pupils as individuals and work effectively as a team to care for them. Leaders work productively with families to help support them when there is difficulty. They communicate well with other agencies and are persistent in securing the right resources for those who need help.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Effective use of assessment in the foundation subjects is not yet consistently in place. Teachers are therefore not always confident in knowing how secure pupils are in their knowledge and understanding. Leaders should carefully monitor the effectiveness of assessment to ensure that pupils know and remember more across the school's curriculum.

• Some staff do not have the knowledge and skills they need to teach all the areas of the curriculum consistently well, for example in history and art and design. This has an impact on the consistency of teaching and affects how well pupils achieve. Leaders should ensure that staff are trained so that they have the subject and pedagogical knowledge they need to plan and teach all subjects effectively.

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