Petworth Cof E Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils' needs are at the heart of every decision the school makes.

As a result, pupils feel happy and safe. They appreciate the caring staff, who swiftly resolve any concerns or worries. Staff and pupils model the school's values of 'inspire, nurture and challenge' well.

This enables pupils to build strong relationships with others.

The school has high expectations for pupils' achievement. Pupils benefit from a well-thought-out curriculum that helps them to achieve well.

This includes pupils with special educational needs and/or disabilities (SEND). Learning is brought to life through many additional experiences. Pupils particularly enjoy their sessi...ons outside in the forest or on the school's own farm area.

They also benefit from visits to a local gallery and a river, as well as trips to London and a residential trip to the Isle of Wight.

Pupils' behaviour is typically good. Most pupils are attentive, listen well to staff and allow their classmates to learn.

They show kindness towards their peers and staff and are considerate of others' needs. Pupils have and show strong morals. They say that everyone is unique and treated equally.

They celebrate difference and oppose any form of discrimination.

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

The school has designed a curriculum that is broad and ambitious. Pupils' learning across all subjects is clearly sequenced from early years through to Year 6.

This well-designed curriculum ensures pupils revisit prior learning on a regular basis. This helps them to remember their learning over time. Pupils are able to use their prior knowledge to help them with new learning.

For example, Year 6 pupils could compare their previous learning about Ancient Greece to develop their current learning about the Mayan civilisation. In English and mathematics, teachers have a high ambition of what pupils learn. Typically, teachers explain new concepts effectively.

However, on some occasions in the wider subjects, the curriculum is not delivered as well as leaders intend. For example, sometimes teachers do not ensure that pupils are clear how they should set about their work. This means, in those cases, pupils do not achieve as well as they could.

Reading is prioritised. Staff are well trained to deliver the school's chosen phonics programme consistently and expertly. At regular intervals, the school checks pupils' knowledge of phonics effectively.

It uses this information to identify gaps in pupils' learning and to provide engaging support when needed. As a result, by the end of key stage 1, nearly all pupils can read with confidence and fluency.

The school has created a very nurturing environment where every pupil is welcome.

Pupils with SEND are supported very well. Staff promptly identify pupils who may have additional needs and use their expertise to support them well. Developing positive mental health and well-being for pupils and staff is a high priority in school.

Pupils who need help to understand and manage their emotions are given the pastoral support they need.

In the early years, children make a good start to their schooling. Children learn school routines quickly.

They concentrate well, listen carefully and take turns when they talk together as a class. Children enjoy exploring the well-designed learning activities and develop secure early knowledge and skills. This means they are well prepared for Year 1.

Pupils' behaviour is good. They demonstrate good manners. In the corridors, dinner hall and playgrounds, pupils are calm and interact well with one another.

Pupils typically behave well in lessons and are eager to engage in their learning. Some pupils, however, occasionally interrupt their lessons. This includes pupils calling out or being distracting in other ways.

This means, in those instances, staff attention is diverted, thus disrupting the pupils' classmates from learning as effectively as they could.

The school has designed its personal development offer with great care. It has thought through key experiences it wants pupils to participate in.

Pupils benefit from a range of enrichment activities, including sports and the arts. Pupils are prepared for life in modern Britain by learning about a number of different religions. They are passionate about the fact that everyone should be treated equally and fairly.

Governors support and challenge the school well. They carry out their statutory duties well. Governors, and the school's leaders, are proactive in supporting staff with their workload and well-being.

As a result, staff morale is high, and staff feel appreciated and proud to work at the school. The school collaborates effectively with pupils' families, fostering a strong sense of unity.

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 few subjects, the curriculum is not delivered as well as leaders intend. This means that not all pupils are achieving as well as they should. The school should continue to improve the staff's teaching expertise so that all pupils can develop a strong body of knowledge over time in all subjects.

• Occasionally, lessons are interrupted by low-level behaviours. This means that in those instances teaching and learning are not as effective as they could be. The school should ensure that all staff have consistent behaviour management strategies to enable all pupils to learn without interruption.

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