|Name||East Wittering Community Primary School|
|Ofsted Inspection Rating||Good|
|Address||Stocks Lane, East Wittering, Chichester, PO20 8NH|
|Religious Character||Does Not Apply|
|Number of Pupils||281 (52.7% boys 47.3% girls)|
|Number of Pupils per Teacher||23|
|Local Authority||West Sussex|
|Percentage Free School Meals||26%|
|Percentage English is Not First Language||3.6%|
|Pupils with SEN Support||10.9%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (21 June 2017)
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
The school meets requirements on the publication of specified information on its website. The school is a little smaller than the average-sized primary school. The school has provision for early years foundation stage children with two Reception classes. There are three mixed Year 1 and 2 classes, a Year 3 class, two Year 4 classes, one Year 5 class, a mixed Year 5 and 6 class, and one Year 6 class. Most pupils come from White British backgrounds. The proportion of pupils who have special educational needs and/or disabilities is similar to the national average, as is the proportion of disadvantaged pupils supported by the pupil premium. A significant number of pupils join or leave the school at times other than in Reception Year. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics.
Summary of key findings for parents and pupils
This is a good school This remains a good school, due to the care taken by the hardworking and committed staff to help pupils learn and achieve well. Staff fully support the senior leaders’ vision for the school, which promotes the achievement of every pupil within a caring community. Parents are very positive about the school, valuing the high levels of care and individualised support that their children receive. Children make a good start to their learning in the Reception Year. The leader ensures that staff use their knowledge of each child well to help them take important next steps. The effectiveness of teaching and learning in the school is good and improving, resulting in pupils making good progress overall. However, there are some inconsistencies in the progress made by some pupils, particularly the most able. The pupil premium is spent well to ensure that disadvantaged pupils make similar progress to other pupils with the same starting points. However, the most able disadvantaged pupils do not always receive the support and challenge needed to further their development. The special educational needs coordinator ensures that an effective programme of support helps pupils overcome any barriers to learning. Skilled teaching assistants support pupils’ learning well. This enables pupils who have fallen behind to catch up. Pupils’ personal development, behaviour and welfare are good. Pupils enjoy school and are respectful to each other and adults. Their positive attitudes support the good progress they make with their learning. Pupils benefit from a wide range of extra-curricular activities which broaden their learning and personal development. The curriculum captures pupils’ interest well and generates enthusiasm for learning. Capable subject leaders check that topics studied by pupils include good coverage of their subjects. However, the monitoring of pupils’ progress in subjects other than English and mathematics is more limited. Governors are committed to ensuring that the school meets the needs of every individual, but they could challenge senior leaders more about the progress of groups of pupils.