Ark Castledown Primary Academy

About Ark Castledown Primary Academy Browse Features

Ark Castledown Primary Academy

Name Ark Castledown Primary Academy
Ofsted Inspection Rating Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Address Priory Road, Hastings, TN34 3QT
Phone Number 01424444046
Type Primary
Age Range 2-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 361 (50.4% boys 49.6% girls)
Number of Pupils per Teacher 20.9
Academy Sponsor Ark Schools
Local Authority East Sussex
Percentage Free School Meals 39.9%
Percentage English is Not First Language 10.9%
Persisitent Absence 16%
Pupils with SEN Support 6.9%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (19 September 2013)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Information about this school

This is a larger-than-average-sized primary school. Almost two thirds of the pupils are eligible for the pupil premium, which is additional funding provided for children in local authority care and those known to be eligible for free school meals. This proportion is well above the national average. The proportion of disabled pupils and those with special educational needs who are supported through school action is just above the national average. The proportion of pupils who are supported at school action plus or have a statement of special educational needs is just below the national average. The proportion of pupils who join the school during the course of their primary education is above the national average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The school operates a breakfast and after-school club for its pupils. It has undertaken a major rebuilding programme since its inspection.

Summary of key findings for parents and pupils

This is a good school. Pupils are keen to learn, and achieve well. They make good progress in a range of subjects, including reading, writing and mathematics, throughout the school. School leaders have succeeded in improving the quality of teaching so that it is now consistently good, with examples of outstanding practice. As a result, the standards reached by pupils by the time they leave have risen significantly over the past few years. Teachers include a good range of activities in their lessons and match tasks carefully to pupils’ interests and different levels of ability. Pupils behave sensibly in lessons and around the school. They have few concerns about bullying because they say that adults deal with any occurrences quickly and effectively. Leaders work well together and have high expectations of the staff and of pupils. They make sure that teachers understand the school’s goals for improvement and that they receive good support to help them to reach their targets. Governors know their school well, including the quality of teaching and the extent of pupils’ achievement. They hold leaders rigorously to account for making sure that any relative weaknesses in the school’s performance are promptly and successfully addressed. The school promotes pupils’ spiritual, moral, social and cultural development well, and makes sure that pupils are well prepared for the next stage of their education. It is not yet an outstanding school because : Teachers do not always adapt tasks during lessons effectively enough to ensure that all pupils remain fully engaged in tasks and are able to make rapid progress. Pupils do not always have sufficient opportunities in lessons to learn for themselves and from one another. Teachers do not, at present, have enough chances to share examples of outstanding practice.