West Dean CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils know and live the school's values of love, peace, joy, hope and faith.

Pupils feel very safe and happy in what is an incredibly nurturing school environment. Older pupils help the younger ones in lessons and outside on the playground. The local environment, trips and visits are utilised exceptionally well to support pupils with their personal development.

For example, a residential trip to France gives Year 6 pupils the chance to develop independence and practise their learning meaningfully. Extra-curricular activities are rich and varied, including cricket, cycling, languages and those focused on the arts. These help pupils, particularly disadvantaged pupils, ...to grow in confidence and learn new skills enthusiastically.

The school has high expectations for pupils' behaviour and for what all pupils can achieve. Governors have worked closely with the school to help create strong recent improvements. The school is taking the right action to develop the quality of education.

However, while pupils learn increasingly securely in core subjects because of the school's focused work, this is not yet reflected in pupils' outcomes at the end of key stages. Overall, the full curriculum is still in development and some areas are not yet implemented as consistently and effectively as the school intends. As a result, some pupils do not learn as well as they should.

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

The curriculum does not build pupils' learning securely in some subjects in the wider curriculum. Some lessons focus more on activities for pupils rather than the key knowledge they need to learn. Staff do not always check what pupils have learned precisely.

As a result, pupils have gaps in their understanding and do not build on their prior learning as successfully as they should.

The school has rightly focused on improving core subjects such as mathematics and English. In these subjects, the school has introduced revised curriculums which are effective.

This is already having a positive impact on pupils' learning across the school. However, sometimes pupils' errors and misconceptions are not addressed effectively. The subject knowledge of some staff is not strong enough to implement the curriculum well.

Pupils are increasingly learning to read successfully. Phonics teaching has improved rapidly and supports children well, particularly in Reception. Reading books are matched closely to the sounds that pupils have learned.

The school is skilled at checking the sounds that pupils have learned and then adapting the reading curriculum appropriately. Pupils speak about the books that teachers share in school with real joy and passion. Older pupils share books with the younger ones, who take great delight in these collaborative experiences as well.

In Reception, staff are highly ambitious for all children. Children work together very well. Adults offer meaningful interactions that deepen children's learning in both guided and independent learning activities.

The curriculum is designed and delivered systematically. While there is a focus on communication and language and on personal, social and emotional development, it is clear that all areas of learning are considered thoughtfully. For example, children learn about Mary Anning and dinosaurs in rich, connected and contextual ways as part of their developing understanding of the world.

By the end of Reception, children's outcomes are secure, and they are ready for their next stage of education.

Support for pupils with special educational needs and/or disabilities (SEND) is thoughtful and precise. Pupils' needs are identified quickly through highly skilled practice.

The school makes strong use of staff expertise as well as external support, where needed. Pupils with SEND make good progress through the curriculum overall.

Behaviour is a strength of the school.

Pupils know what is expected of them and rise to the challenge with very positive attitudes to their learning and towards staff and each other. Attendance is strong and has improved over time. The school works closely with any pupils and families who are at risk of poor attendance, with notable impact.

Governors monitor the school's improvement work with drive and determination. Leaders know the school's strengths and areas for development. They are taking the right action to improve standards and maintain the school's distinct ethos.

At the same time, governors are mindful of workload and staff well-being. They support school staff helpfully. Staff are very proud to work at the school.

Parents are incredibly supportive. One parent summarised the thoughts of many, saying, 'It's a wonderful school, a hidden gem and it has so many special things about it.'

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• By the end of key stage 2, published outcomes indicate that pupils are not as secure in reading, writing and mathematics as they should be. While pupils' current achievement is improving in core subjects, teaching is not yet consistently effective. The school should ensure that staff have securely strong subject knowledge in the core subjects so that the curriculum is implemented routinely well.

• In the wider curriculum, some pupils have gaps in their knowledge. As a result, some are not always able to make connections in their learning and integrate new knowledge into larger ideas and concepts. The school should address these gaps by utilising assessment processes efficiently and effectively.

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