St Martin’s CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to meet the high expectations in this highly nurturing school in the heart of Brighton. Parents say, 'St Martin's is a wonderful school with a great community feel'. The ethos is welcoming, inclusive and ambitious.

The school values are modelled and promoted by everyone, contributing to a happy and successful school environment. Pupils are joyful, enthusiastic and thriving. There are consistently high ambitions for all, and pupils achieve well across the curriculum.

Behaviour is impeccable. Relationships are supportive, caring and compassionate. Pastoral care for families is exceptional.

Pupils with special educational needs and/or disabiliti...es (SEND) are strongly supported. The school nurtures pupils' talents and interests through music lessons, choir, theatre, and extensive involvement in local sports opportunities. The high proportions of disadvantaged pupils particularly benefit from this rich offer of wider development opportunities.

Leaders make sure that nobody misses out.

The school promotes multiculturalism through the curriculum and an impressive range of trips, visitors and experiences. Pupils don't just tolerate, they celebrate difference.

They have a highly developed understanding of equality and diversity. British values are enriched through the democratic election of school councillors. This was enhanced impressively when pupils took the train to London to experience the Houses of Parliament and Lords.

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

Children make a strong start in early years, joyfully meeting high ambitions in the caring Nursery and Reception classes. Early language is highly prioritised. Staff constantly model sounds and words to help children acquire vocabulary.

Early mathematics skills are blossoming well, and children's writing is particularly impressive in Reception. Expertise across the school ensures that the high numbers of pupils with SEND receive effective help. Needs are identified swiftly from early years onwards, and plans are frequently reviewed to adapt support for disadvantaged pupils.

As they move up through the school, all pupils access the whole curriculum with helpful adaptions and consistent support.

Every subject is planned and sequenced clearly with essential knowledge and skills. Teachers' subject knowledge is secure.

Professional development has equipped staff to understand and embed a consistent whole school approach for teaching and learning. Small steps of learning are well defined, and frequent recall activities capture how well pupils can remember key content. Pupils are enthusiastic, engaged and achieving well.

In some foundation subjects, staff checks of pupils' understanding is not fully embedded. The school is prioritising this, to avoid the risk of pupils having gaps in their knowledge.

Reading is central to the school's impressive improvement work since the last inspection.

Phonics is taught consistently well, and catch up support is now a strength. Books are precisely matched to give pupils the practice they need. Staff use consistent language and modelling to give struggling readers crucial support.

As a result, pupils learn to read with fluency, comprehension and enthusiasm. This effective work particularly benefits disadvantaged pupils including those with SEND. The school provides a diverse book offer, prioritising multicultural awareness.

From early years onwards, the school keeps families well-informed about their children's progress, routinely offering guidance to support learning at home.

Behaviour is exemplary as a result of well-established routines, warm relationships and high expectations. The school environment is an oasis of calm.

Pupils show excellent self-regulation, using the school's nurturing approach to help them manage their feelings and make positive choices. Conduct in lessons is excellent. Learning time is never lost because pupils listen well and try their best.

Pupils show respect for each other and feel special, because staff care about them and their unique qualities and needs. Leaders' work to ensure strong school attendance has proved effective. Persistent absence is significantly lower than elsewhere in the country.

The personal, social, health and economic (PSHE) curriculum equips pupils superbly for modern Britain. Pupils learn about online safety, healthy relationships and how to stay safe in the local community. The school enriches pupils' lives with high-quality cultural experiences.

For example, fully funded cinema trips are used to enhance pupils' historical learning opportunities. Pupils learn to be charitable by actively making a positive difference to society. The school collects vital donations for a local food bank and charity.

Pupils are proud to fundraise for a local hospice and sing at a residential care home.

Leaders are reflective, inspirational and determined to help all pupils succeed. Governors use their breadth of expertise to give strong support.

Their strategic questioning holds the school to account, driving secure improvements since the last inspection. The school has engaged well with support from the local authority, collaborating with a local partner school and external consultants. This work has proved effective.

Staff are dedicated, proud, happy and well-supported. This ensures a joyous school community, where learning flourishes and pupils always have a chance to shine.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Assessment is not fully embedded in some foundation subjects. In these areas of the curriculum, teachers do not always precisely identify and address gaps in pupils' knowledge. The school must ensure that assessment is used effectively across the whole curriculum to help pupils securely learn key content across every subject.