|Name||Chesswood Junior School|
|Ofsted Inspection Rating||Good|
|Address||53 Chesswood Road, Worthing, BN11 2AA|
|Religious Character||Does Not Apply|
|Number of Pupils||612 (52% boys 48% girls)|
|Number of Pupils per Teacher||22.4|
|Local Authority||West Sussex|
|Percentage Free School Meals||16.8%|
|Percentage English is Not First Language||18.1%|
|Pupils with SEN Support||19.9%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (05 December 2017)
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Information about this school
The school meets requirements on the publication of specified information on its website. The school is a larger than average-sized junior school, with 21 classes. Most pupils come from White British backgrounds. The proportion of pupils who have SEN and/or disabilities is above average. The proportion of disadvantaged pupils supported by the pupil premium is average. There has been a significant change in teaching staff over the past 18 months, with 16 new teachers joining the school. The school meets the government?s current floor standards, which are the minimum expectations for pupils? attainment and progress in reading, writing and mathematics. The school has a breakfast club and after-school club managed by the governing body.
Summary of key findings for parents and pupils
This is a good school Although the end of key stage 2 outcomes were below the national average in 2017, they are an improvement on the previous year. Work in pupils? current books shows that they are now doing well. The governing body is well informed. Governors have a good understanding of the strengths and areas of development in the school. Teaching, learning and assessment have improved since the previous inspection and are now good. Teachers have strong subject knowledge and plan interesting lessons that motivate pupils to learn. Teachers use assessment information effectively, and most work is well matched to pupils? needs. However, this is not consistent for the most able pupils. Consequently, these pupils do not always make as much progress as they could. Outcomes in reading, writing and mathematics are improving across the school. Pupils are making good progress and achieving more in lessons. Leaders are now focused on improving the opportunities for pupils to improve and extend their writing. Pupils? personal development is good. The school provides many opportunities for pupils to take responsibility and develop skills such as tolerance and respect. The stimulating curriculum and wide range of enrichment activities and visits provide good-quality learning tasks to extend pupils? skills. Pupils enjoy the opportunities provided in music and physical education (PE) and use computing skills well in many subjects. Disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities achieve well. They are effectively supported in lessons, and focused interventions enable them to make good progress. Middle leaders have begun to have an impact on the school?s improvement. Development of middle leadership to further improve outcomes for pupils is a priority for the school. Pupils are safe and receive a high level of care from staff. Leaders make sure that there are effective safeguarding arrangements in place to protect pupils. Parents show very high rates of support for the school and their children?s learning. They trust and respect the headteacher and appreciate the help the school provides for families in the community. Pupils? behaviour is good. They have very positive attitudes to learning and work hard in lessons.