Storrington Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils benefit from a rich and interesting education.

The school exposes pupils to diverse beliefs and experiences to broaden their cultural horizons. Staff help pupils to celebrate differences and to develop a deep understanding of equality. As one pupil commented, 'We are all different and we are all valued.'



Staff are determined to empower all pupils, including those who are disadvantaged, to be well prepared for the next stage of their education. The school uses the SHINE values of 'safe, happy, independent, never give up and excel' to promote positive attitudes to learning. Pupils respond enthusiastically to the school's high expectations.

The...y are keen to work hard and learn well.

Pupils' behaviour is usually positive. From the start of Reception, they are explicitly taught how to recognise and manage their emotions.

If pupils struggle to make appropriate choices, staff provide tailored support. Pupils are confident to speak to staff if they have any worries. They appreciate the care they receive.

Pupils value the exciting range of leadership opportunities. Different roles include well-being champions, play leaders and being a member of the equalities group. These positions enable pupils to make a highly positive contribution to the school.

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

The personal development of pupils is exceptional. The school has designed an impressive curriculum that develops pupils' character and their appreciation for diversity in the world around them. Staff enrich pupils' education through engaging trips and visitors.

They organise additional events for pupils who are disadvantaged, including visiting the Science Museum. A rich range of extra-curricular opportunities ignites pupils' interests such as archery and philosophy. The excellent provision for broader development encourages older pupils to be exemplary role models for younger peers.

One pupil reflected, 'We are like a family, and that is why we help them.'

The ambitious curriculum is well designed. The school has identified and sequenced the precise content it intends pupils to learn from early years onwards.

Staff make appropriate changes to the curriculum when they think it could better meet the needs of pupils. They provide strong support for pupils with special educational needs and/or disabilities. Staff use expert knowledge to identify additional needs swiftly and adapt their teaching carefully to promote pupils' independence from the start of Reception.

Staff benefit from high-quality training. This equips them with secure subject knowledge to help pupils learn the most important content. Staff prioritise building pupils' vocabulary over time.

For example, this begins in Reception where children talk with accurate language about number. Across the school, staff usually create thoughtfully designed tasks for pupils to learn and practise their skills. They often recap important content which helps pupils to connect and build learning over time.

In many but not all subjects, staff check pupils' understanding accurately and use this information to inform future teaching. This typically helps pupils to achieve well across the curriculum and they are rightly proud of their work.

The teaching of reading is a high priority.

This starts in Reception where children are precisely supported to develop their language skills. Staff closely follow the school's chosen phonics scheme and provide effective support for weaker readers. Pupils read books that contain the sounds they have learned to develop their fluency.

The school provides useful guidance for parents to support their child to read at home. Staff foster a love of stories by skilfully reading books aloud. They expose pupils to books that promote discussion about important issues.

Pupils are inspired to read and develop into confident readers.

Pupils usually behave well and enjoy very positive attitudes to learning. Staff use a consistent approach to promote positive behaviour.

This creates a happy environment for pupils to learn. Some pupils are provided with additional support to help them maintain focus in lessons. Pupils are polite and courteous and attend well.

However, some pupils' attendance is not as high as it should be. Leaders continue to prioritise support for families to improve attendance for all pupils.

Leaders at all levels are aspirational for pupils.

They share the same inclusive vision and keep pupils at the heart of decision-making. Staff are positive about the support they receive that helps them to refine their teaching. They are proud to work at the school.

The governing body is dedicated to supporting pupils and staff to be their best. It provides effective challenge to help the school to further improve.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some foundation subjects, staff do not accurately check what pupils have remembered over time. This means that some pupils have gaps in learning that are not fully addressed before learning is moved on. The school should make sure that staff accurately check pupils' understanding and use this information to inform future teaching to support pupils to achieve highly across the curriculum.

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