Boxgrove CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend this small, nurturing school.

They are safe and happy. Pupils are kind and look after each other. Leaders and staff want the best for every pupil and build caring relationships with them.

Staff know each pupil exceptionally well. Staff make sure that pupils are supported emotionally, and that their pastoral needs are met. One parent commented that they 'couldn't be more grateful to the school for helping their child to flourish'.

Leaders and staff have high ambitions for all pupils. Pupils enjoy learning and work hard to achieve staff's high expectations. They are enthusiastic about their learning and demonstrate high levels of moti...vation.

As a result, pupils usually achieve well across the curriculum. Pupils benefit academically, physically and socially from working in the vast outdoor area on the school grounds, most particularly the forest area.

Staff expect pupils to behave well.

Pupils work and play well together. Pupils understand the school rules and know why they need them. They appreciate their teachers' guidance to help them understand their feelings and make the right choices.

Pupils, and parents and carers, do not have concerns about bullying. They know that it is not tolerated and that staff will deal quickly with any worries that may occur.

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

Leaders have planned an ambitious curriculum that is broad and engaging.

They have planned the curriculum with the needs of all pupils in mind, starting in the early years through to the end of Year 6. As pupils move through the school, they develop detailed knowledge in many subjects.

Teachers have secure subject knowledge because the thorough planning helps them know what to teach and when to teach it.

However, in a minority of subjects, teachers do not always adapt the curriculum to enable all pupils to achieve as well as they could. They do not routinely choose the right activities to address gaps in pupils' knowledge.

Leaders prioritise reading across the school.

Children learn phonics as soon as they start in Reception. While the Year 1 phonic screening check results were lower than the national average in 2022, current pupils are achieving well. This is because leaders have embedded improvements to reading.

Staff are confident and have the expertise to teach phonics because they have undertaken thorough training. As a result, the teaching of phonics is now consistently strong. Staff identify gaps in pupils' knowledge quickly and plan catch-up lessons to help stop them from falling behind.

Pupils' books are matched well to the sounds that they know.

Leaders have high ambition for pupils with special educational needs and/or disabilities (SEND). Pupils with SEND are identified early and receive effective support.

Leaders ensure that all pupils receive the academic, emotional and well-being support they need to succeed at school. Leaders take advice from external professionals when needed. The special educational needs coordinator provides regular guidance and training for staff.

This helps teachers to plan the right resources and deploy adults so that pupils with SEND learn successfully alongside their classmates.

Pupils behave well in lessons and around the school. There is no low-level disruption.

Pupils choose to behave well. This is because staff teach them the attitudes they need to be successful learners and well-rounded citizens. Leaders place a strong emphasis on character development and how to be responsible role models.

For example, 'rights respecting ambassadors' model respectful relationships with their peers and with staff.

The school's overarching values of wisdom, compassion, resilience and respect run alongside pupils' personal, social, health and economic education. Pupils learn to be respectful of different faiths and beliefs.

Pupils celebrate their own culture and learn about a wide range of different cultures through the curriculum. Pupils have an age-appropriate understanding of healthy relationships. Leaders ensure that pupils have a secure understanding about how to look after their physical and mental well-being.

Pupils know how to keep themselves safe, especially when online.

Governors are clear about the school's vision for pupils and the curriculum that the school delivers. They have a secure understanding of their statutory duties.

Governors know what the school is doing well and what it needs to further improve. They know that a higher proportion of pupils need to meet age-related expectations at the end of key stages 1 and 2. They closely monitor the impact on pupils of the recent curriculum changes.

Staff are proud to work in this small school. Most teachers have multiple responsibilities that they carry out with great enthusiasm. Staff work extremely well as a team.

They feel supported, respected and valued by school leaders. Teachers appreciate the way that leaders are mindful of their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

Leaders have established a strong culture of safeguarding throughout the school. Training is thorough and ongoing. This helps staff to understand how to identify pupils who need early help or who are at risk.

Staff report concerns without hesitation. Safeguarding information is shared quickly and recorded clearly. If serious concerns arise, leaders promptly contact the relevant services.

The designated safeguarding lead works closely with families to make sure that they get the help that they need. Staff teach pupils how to stay safe. All pupils know they can talk to an adult, and know they will be listened to if they have any worries.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a minority of subjects, teachers do not adapt learning well enough to meet the needs of all pupils. As a result, some pupils are not building their knowledge as securely or deeply as they could. Leaders should ensure that teachers have the knowledge they need to successfully adapt their teaching in all subjects so that pupils can achieve well from their different starting points.