|Ofsted Inspection Rating||Good|
|Address||Darvell, Brightling Road, Robertsbridge, TN32 5DR|
|Number of Pupils||49 (59.2% boys 40.8% girls)|
|Local Authority||East Sussex|
|Percentage Free School Meals||0.0%|
|Pupils with SEN Support||1.8%|
|Catchment Area Indicator Available||No|
|Last Distance Offered Available||No|
Information about this school
Darvell School is an independent day school for pupils aged four to 16. It has a distinct Christian ethos, which reflects the community it serves. It was set up in 1971 when Church Communities UK, a registered charity, established a Christian community on the site, and it serves the children from the families who live there. The school operates an American-style system and curriculum. Pupils enter the school’s kindergarten (early years) at the age of four and start their formal learning in the first grade (Year 2). The school has an exemption from the learning and development requirements of the EYFS. The school chooses not to access funding for the very small number of pupils who have SEN and/or disabilities. Instead, appropriate support is put in place and funded by the school. Consequently, there are no pupils who have an education, health and care plan. The school received its last standard inspection in December 2007 and was judged to be good. A light-touch inspection in November 2010 confirmed that this standard had been maintained. The school does not use any alternative providers for pupils whose learning or behaviour needs may require particular additional support. Any such pupils’ needs are currently all accommodated within the school.
Summary of key findings for parents and pupils
This is a good school Staff’s collective dedication drives the school’s clear ethos, which is based closely on the community’s Christian values. Pupils are supported well and their wider needs are met. The proprietors and headteacher know their school well. They fulfil their legal duties diligently, meeting the independent school standards. They rightly recognise aspects of the school which could be even better. Safeguarding is effective. Leaders ensure that useful policies and training support staff well in addressing concerns promptly when they arise. The limited records of concerns available in the school reflect how infrequently issues occur. The curriculum supports pupils effectively in preparing for life beyond their unique community. Leaders ensure that pupils are appropriately equipped and skilled for the future. Pupils’ work in humanities is enriched through links to their community’s heritage. Leaders’ effective use of training supports teachers in developing their skills, so that standards are maintained and school priorities are addressed. Learning in lessons supports pupils to make good progress across their subjects. Teaching is consistently effective. Pupils benefit from prompt and helpful guidance that helps them to improve their work and secure their understanding. Provision for pupils who have particular needs is effective. Pupils who need additional help are supported well and make strong progress that helps them to catch up quickly with their peers. Pupils behave very well at all times. They are mature, courteous and respectful to each other and the adults around them. This enables them to make good use of learning time. Adults provide pupils with high-quality opportunities for personal development, which equip them well for life in modern Britain. They know pupils and their parents and carers very well. Teachers and leaders work closely with families to ensure that pupils’ welfare needs are met. Children in the kindergarten have a positive start to their learning experience at the school. They are happy and confident. They make good progress and are prepared well for the formal learning that follows. Compliance with regulatory requirements The school meets the requirements of the schedule to the Education (Independent School Standards) Regulations 2014 (‘the independent school standards’) and associated requirements.