Sheddingdean Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is a friendly and welcoming place where pupils feel safe. The school prides itself on knowing each pupil well.

Pupils know they have trusted adults they can speak to if they have any worries. The school is calm with clear routines and structures in place to make sure that pupils behave well. Many parents recognise the strengths of the school and the improvements that have been made since the previous inspection.

The school aspires for all pupils to achieve highly, including those with special educational needs and/or disabilities (SEND). However, some aspects of the curriculum are not implemented effectively enough, meaning that many pupils are not prepared for t...he next stage of their education as well as they should be. While there are clear signs that pupils are achieving better, outcomes at the end of key stage 2 in 2023 were too low.

Pupils benefit from a number of wider opportunities in each year group, including carefully considered trips. These kinds of activities broaden pupils' experiences and enhance their learning within the curriculum. Pupils are proud of the leadership positions they hold and make a positive contribution to the life of the school.

One of these opportunities is 'Make Five Pounds Grow', where pupils put their entrepreneurial skills to the test by raising money for the school.

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

Since the last inspection, the school has successfully redesigned the curriculum to ensure it is ambitious for all pupils. The aim of the curriculum is to give all pupils the knowledge and skills needed to access the next stage of their education.

The curriculum is structured well. This includes in the early years, where the curriculum reflects children's starting points and meets their specific needs effectively. There is a sharp focus on children's language development and early mathematics, while ensuring children's interests are fostered.

Therefore, children are ready to learn in Year 1.

Despite this vital work to the curriculum, there is still more to be done to make sure pupils achieve consistently well across the school. Teachers' checks on pupils' learning are variable.

Teaching does not build on pupils' prior learning sufficiently effectively. As a result, pupils' misconceptions are not always addressed. This means that pupils are not sufficiently prepared for the next stage of their education as seen in published outcomes.

While the school is ambitious for pupils with SEND and staff adapt their approaches to support these pupils, these pupils' needs are not identified precisely enough.

The teaching of early reading is rightly a priority for the school. However, the teaching of phonics is inconsistent, meaning that pupils' progress in learning to read is not always as rapid as it should be.

Additionally, the books that pupils use to practise reading are not matched closely enough to pupils' abilities. Therefore, pupils do not learn to read as confidently, quickly or fluently as they should.

There is consistently good behaviour across the school due to the school's high expectations.

Classrooms are calm and purposeful places where learning is prioritised. Attendance is steadily improving, thanks to the school's efforts to identify the barriers for those pupils not regularly attending and subsequent effective actions.

The school ensures that pupils gain an understanding of life beyond the school community.

Religious and cultural events are celebrated. Through carefully selected books, which are shared in assemblies, pupils gain a greater insight into diversity and inclusion in the wider world. The curriculum has been constructed carefully to give every pupil in the school's diverse community a sense of belonging.

Pupils are taught about e-safety and they have a strong understanding of how to stay safe online.

Although it is clear that pupils' achievement is not yet good enough, the school has identified the right priorities and the actions to tackle them. Leaders have the capacity to improve the school further and have already made significant changes, which are beginning to have an impact.

Governors meet their statutory responsibilities and support the school effectively. They understand the school's strengths and know what needs to improve further. Staff feel that leaders at all levels are aware of their well-being and take active steps to improve their workload so they can focus their efforts in the classroom.

Staff feel cared for and enjoy working at the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Currently, teachers' checks on pupils' learning are variable across the curriculum.

This means subsequent teaching does not focus on the most important things pupils need to learn consistently well or build on pupils' prior learning. As a result, pupils are not achieving as well as they should. The school needs to ensure that assessment is effective so that pupils make good progress through the curriculum.

• The teaching of phonics is inconsistent and the books pupils use to practise reading are not matched consistently well to their abilities. Pupils do not learn to read as quickly or securely as they should. The school needs to ensure that the curriculum for early reading is fully effective in helping pupils to become fluent, confident readers.