Hassocks Infant School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are part of a school with 'a wonderful heart and real sense of community', as one parent said, summing up the views of most. Pupils feel well cared for. They are very happy to come to school.

Pupils said that staff are kind.

Leaders are ambitious that pupils achieve their very best. Leaders have made some important improvements to the curriculum over the last three years.

Pupils are enthusiastic learners and confident communicators. Throughout the inspection, they were eager to discuss their learning with inspectors. Pupils enjoy reading, and talked confidently about books.

They love story time, and are clearly engrossed when teachers read alo...ud to them.

Pupils are respectful and polite. Behaviour around the school and in lessons is good.

There are positive relationships and pupils said that they feel safe at school. On the rare occasions that bullying happens, this is addressed promptly by staff. In addition, pupils have a clear understanding of how to get help if they are worried about something.

Pupils learn about how they can contribute positively to local and global communities, for example by raising funds to help build a primary school in Madagascar. They enjoy participating in local events like the recent 'Light Up Hassocks' parade.

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

Leaders have designed an ambitious curriculum.

Expectations for all pupils, including those with special educational needs and/or disabilities (SEND), are high. In all subjects, leaders have identified the knowledge pupils need to learn. In the strongest subjects, such as mathematics, pupils achieve very well.

This is because teachers have a clear understanding of how to teach these subjects well. Teachers diligently check pupils' learning and quickly correct pupils' mistakes. However, teachers' subject knowledge is not as strong in all subjects.

This means that sometimes teachers do not design tasks that enable pupils to learn as much as they could.

Leaders prioritise reading. Children in Reception learn phonics very effectively.

Teachers use a structured programme, with well-established routines, which supports children's learning well. In Year 1, however, pupils are not supported to practise their reading consistently well enough because the books they are given do not always match the sounds they know. This means that pupils do not develop fluency and confidence in reading as well as they could.

Reception is a real strength of the school. Children experience a high-quality, clearly planned curriculum which develops their thinking extremely well. They can talk confidently about their learning.

Children in Reception achieve exceptionally well, including the most disadvantaged and those with SEND.

Right from the start, leaders ensure that staff establish clear and consistent routines to promote good behaviour. In Reception, children work with purpose, focus and concentration.

They collaborate well together. Children's behaviour in Reception is exceptional. In Years 1 and 2, pupils generally behave very well.

Occasionally, there is some low-level disruption in lessons, but this is dealt with promptly and effectively.

The school's work to support pupils' personal development is a strength. There are a wide range of opportunities such as school trips, growing vegetables and cooking a simple meal.

Leaders have also ensured that the curriculum promotes pupils' social, moral, spiritual and cultural development well. For example, pupils build their moral understanding by writing a class charter which sets out expectations for acceptable conduct. This is based around the school's '5 golden rules'.

Leaders have sought to maintain extra-curricular opportunities, despite the challenges presented by COVID-19. There are currently a modest but thoughtful range of clubs and groups available. Pupils who attend these thoroughly enjoy them.

Staff are overwhelmingly positive about the support they receive from leaders for their training and their well-being. Leaders make good use of experts to develop teachers' professional knowledge. For example, the specialist music teacher who teaches pupils to play the ukulele has also given teachers training in how to teach music.

In addition, a university lecturer has led training to improve teaching in design and technology.

Parents are incredibly supportive of the school. One parent stated, 'I would highly recommend the school.

The teachers are very engaged and attentive.' Parents value the regular communication from leaders. Parents feel well informed about their children's achievements.

Parents are particularly positive about the online learning provided during the COVID-19 pandemic.

Leaders and governors work in partnership to improve the school. Governors routinely challenge leaders about the quality of education provided at the school.

Governors regularly attend staff training, and talk to staff and pupils about their work. As a result, governors know the school well.

Safeguarding

The arrangements for safeguarding are effective.

Safeguarding practice is strong. It underpins all aspects of school life. Highly effective policies ensure that all adults know what to do to keep children safe.

Leaders have established a culture of vigilance to identify pupils who are at risk of harm. Leaders make sure that children and families who are in need of additional support can access this quickly.

Pupils feel safe in school and know where to go for help if they need it.

They are confident that their concerns will be dealt with well. Pupils have a clear, age-appropriate knowledge of how to keep themselves safe online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Early reading is taught effectively overall, but there are some inconsistencies in Year 1.

This includes how well books are, at times, matched to pupils' phonic knowledge. This means that some pupils struggle to read fluently. Leaders should ensure that these inconsistencies are ironed out, so that all pupils achieve as well as they can in their reading.

• Teachers' subject knowledge is stronger in some subjects than it is in others. This means that pupils do not achieve as well as they could in some subjects. Leaders should continue to make sure that professional development is prioritised in those subjects where the staff's knowledge is less strong, so that pupils achieve well across the curriculum.

Also at this postcode