Chichester Free School

Highlights from Latest Inspection

What is it like to attend this school?

Chichester Free School's vision is to 'nurture, challenge and inspire' pupils both inside and outside the classroom at this vibrant all-through school.

This is realised consistently well, not least because of strong leadership throughout. Children in Reception settle quickly. They learn to be kind through carefully selected co-operative and engaging activities.

Older pupils are respectful and friendly to each other. Differences are respected and pupils rightly believe their school is highly inclusive.

The school's curriculum provides countless opportunities to develop talents and interests that pupils relish and benefit from extensively.

Pupils' comm...itment and dedication to the wide range of clubs is impressive. A growing number of pupils belong to the successful combined cadet force. This teaches them valuable character traits and develops vital leadership skills.

A wide range of sport, music and performance clubs supplement the vast array of academic intervention and revision support clubs. Activities such as Lego club, mindfulness, film club and the eagerly contested chess league are hugely popular.

Parents and pupils speak very positively of the school.

They appreciate the caring and supportive ethos that permeates all aspects. One parent, representing the views of many, said, 'my child is thriving at the school. The children regularly receive recognition for working hard and this encourages them even further.'



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

The school's curriculum is broad and ambitious. In all subjects, the school has identified the precise knowledge and skills pupils should learn and in which order. Expert staff present information clearly.

Pupils revisit key knowledge regularly to help them remember it. Teachers provide purposeful feedback. This helps pupils reflect on what they have done well and how to improve their work further.

In a few subjects, sometimes staff do not make the most effective activity choices to enable pupils to learn as well as they could. Here, pupils do not develop deep thinking or remember important information as successfully as elsewhere. Leaders are aware of this and are working hard to address this.

Pupils with special educational needs and/or disabilities (SEND) have their needs accurately identified and, as a result, they receive effective support. Learning support assistants provide valuable support to all pupils.

Children in Reception start learning to read as soon as they join the school.

Staff receive expert training in the school's chosen phonics programme. However, there are some inconsistencies in how well staff use this training. Pupils read books that match the sounds they know.

This develops their reading accuracy and confidence. Pupils who are at risk of falling behind receive extra phonics sessions to support them. In the secondary phase, the school accurately identifies pupils who find reading more difficult.

They receive targeted support from experts to help them catch up quickly.Pupils' conduct is calm and orderly. They behave well in lessons and during social times.

The simple but effective behaviour management system is well known by all. Staff apply this consistently. Pupils relish earning house points for positive choices.

When pupils make negative choices, staff deal swiftly and fairly to correct them. Pupils accept the consequences of 'behaviour points'. Some pupils benefit from specialist support in 'Tree House' (primary) and 'Eagle Point' (secondary).

Here, expert staff provide bespoke academic and pastoral support. Throughout the school pupils learn vital skills of self-respect and self-regulation. The school employs a wide range of strategies to promote positive attendance.

This includes personalised support through 'soft starts' in the mornings for a small number of pupils.

Support for pupils' mental and physical health is a priority. Pastoral care is exceptionally strong.

Pupils learn important information about how to keep themselves safe from an early age. This includes online safety. The personal development curriculum addresses essential elements such as age-appropriate sex and relationships education sensitively.

Pupils feel safe at school and know who to talk to if they have concerns or worries. The provision for careers information, education, advice and guidance is praiseworthy. It is designed and delivered by expert staff who share their exemplary practice with other local schools.

Pupils receive impartial guidance about their potential next steps. As a result, they are extremely well prepared for adult life.

School leaders, the trust and local governors have a very accurate understanding of the school's strengths and areas that require further development.

The local governing body provides robust support and challenge to the school. Staff value the school's focus on leadership development deeply. Staff are proud to work at the school and feel valued.

They appreciate the well-being support they receive from leaders and feel that leaders are considerate of their workload. Staff view the opportunities to work collaboratively with other schools in the trust positively.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a small number of subjects, there is variability in the implementation of the curriculum. As a result, some pupils do not achieve as well as they could in these subjects. The school should continue its work to improve consistency, so that pupils achieve the best possible outcomes.

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