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Selsted Church of England Primary School continues to be a good school.
What is it like to attend this school?
Pupils are proud to welcome everyone to their joyful school. Pupils flourish as individuals, reflecting the school motto: 'From tiny acorns, mighty oaks grow within the love of God'. Older pupils offer guidance to younger children.
Pupils are passionate that nobody be left out. If someone needs a friend, they find one at the 'buddy bench'.
Expectations are high.
Everyone feels safe. Pupils do not worry about bullying and can always talk to adults about any worries. Behaviour is positive inside and outside school.
Beginning with the 'emotional reg...ister' each morning, school life is built around nurture. Outdoor learning in the forest area enhances well-being for all.
Pupils appreciate responsibilities, and see themselves as leaders.
Fulfilling roles such as 'library monitor', 'sports crew' and 'eco-warrior', pupils take duties seriously. Trips are inspiring and informative, from exploring the Cliffs of Dover to studying stars in the planetarium. Clubs are diverse and popular.
Choir, dance, reading and craft clubs reflect pupils' talents and interests. If pupils request opportunities, leaders provide them.
Pupils adore their school dog.
They walk her every day, including during their 'daily mile' on the new running track. Participation in sport is strong; all pupils represent the school at events.
What does the school do well and what does it need to do better?
Reading is at the heart of this school.
Children make a flying start in early years. They quickly learn sounds while reading well-selected books, which provide essential practice. If pupils find reading difficult, staff provide strong support.
Teachers identify gaps and design effective plans to help pupils through individual or group work. Nobody is left behind. Teachers read to pupils every day.
Pupils enjoy writing and reading. This is demonstrated by their publication of the school newspaper and high attendance at reading clubs.
Mathematics is well planned.
Pupils are fluent with numbers and their work shows secure understanding of concepts. In early years, the teaching and learning environment is well designed to build pupils' mathematical skills and knowledge. Leaders have identified how to raise mathematics standards further by challenging pupils with deeper opportunities to investigate and explain mathematical thinking.
Leaders have introduced a new curriculum for foundation subjects. They have planned learning to enhance pupils' understanding of diversity around the world. They learn about Ada Lovelace to challenge gender stereotypes.
Pupils study Martin Luther King and Black history to help them understand and challenge prejudice. Teachers are implementing plans well. Pupils know and remember learning and language across most subjects and show high levels of enthusiasm in class.
Teachers lead revision sessions to recall pupils' learning every week. Leaders run regular staff meetings to boost teachers' subject knowledge.
While the curriculum is creative and engaging, leaders recognise that planning of core knowledge in some subjects should be more precise.
For example, teachers do not sharply define when pupils should learn key geographical facts. As a result, pupils may not always know and remember more.
Pupils with special educational needs and/or disabilities (SEND) achieve well.
Staff include all pupils in activities. Leaders have implemented a range of support strategies to help pupils, including those with SEND, to work with independence in every class. Pupils use visual aids and physical resources to access learning effectively.
Lessons are never disrupted. The school-wide behaviour approach encourages pupils to take responsibility for their actions. Relationships between staff and pupils are warm and respectful, underpinned by a strong pastoral culture.
Pupils' broader development is impressive. Leadership roles help pupils to develop confidence. Pupils choose charities to support.
They raise valuable funds for local, national and global causes, including food banks and Ukraine. Pupils love sport. They enjoy developing physical skills at playtime, with opportunities for football, dance, skipping, walking on stilts and using exercise hoops.
Living by the coast, leaders prioritise swimming. A comprehensive programme ensures that all children can swim well by the time they leave the school.
Staff are happy and proud.
They feel well supported by leaders, who work tirelessly to help their well-being and workload. Assessment systems are efficient and manageable. Staff and parents say that the school feels like a family.
The headteacher is well regarded. She leads by example, setting the tone for an inclusive and aspirational community. Communication is strong.
Parents appreciate how leaders listen to their ideas. Governors show dedication to offer challenge and maintain high standards. They bring expertise such as financial knowledge to ensure that funds are managed with diligence.
These actions supported the school's project to acquire land and build an all-weather sports track.
Safeguarding
The arrangements for safeguarding are effective.
Pupils are kept safe in this caring environment.
Adults working with pupils undergo rigorous checks. Leaders ensure that training is relevant and timely, helping everyone to fulfil their safeguarding duties. Staff know what to do with concerns.
Governors understand and meet their responsibilities, strengthening practice further.
Sometimes, families need extra help outside of school. During these times, leaders show high diligence.
Communicating effectively with social services, they help secure vital support. This is well documented in detailed records.
Lessons and assemblies educate pupils about online safety and healthy relationships.
This prepares them for secondary school and life in the modern world.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In well-developed subjects, pupils achieve well. In some foundation subjects, key knowledge is less clearly defined.
As a result, pupils may not always know and remember more in subjects such as geography. Precise knowledge points should be outlined clearly in the curriculum.
Background
When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.
This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the second ungraded inspection since we judged the school to be good in May 2013.
