Emsworth Primary School

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About Emsworth Primary School

Name Emsworth Primary School
Website http://www.emsworthprimaryschool.co.uk
Ofsted Inspections
Headteacher Mrs Rebecca Mitchell
Address Victoria Road, Emsworth, PO10 7LX
Phone Number 01243375750
Phase Primary
Type Community school
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 416
Local Authority Hampshire
Highlights from Latest Inspection


Emsworth Primary School continues to be a good school.

What is it like to attend this school?

Pupils at Emsworth Primary School are well mannered and happy. They say good morning to visitors, hold doors open for others and contribute to conversations with enthusiasm.

The school values of 'Enjoy, Persevere, Succeed' are definitely alive in the school.

Pupils receive good teaching and care. In return, they want to give back to the school.

Every pupil can have a class responsibility, while others have a whole school role. Being eco-warriors, e-safety ambassadors, pupil governors, prefects and heads of houses are just some examples of ways in which pupils contribute t...o the school. They articulate these roles with maturity.

Pupils behave very well both in class and around the school because of teachers' high expectations. Pupils want to do their best for themselves and to help each other, especially if someone is sad or worried. They value being kind to everyone and help pupils who are new to the school to settle in.

Pupils are unequivocal in their respect for people with different backgrounds. For example, they are equally accepting of different family set-ups, with one older pupil very thoughtfully reflecting that 'it doesn't matter as it doesn't change who you are'.

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

Leaders ensure every pupil receives an ambitious curriculum.

They know the fundamental importance of all pupils being able to read well. As a result, all staff are well trained and teach phonics with accuracy. Pupils engage in phonics sessions with enthusiasm.

Leaders have invested in many appropriate decodable books, and books for pupils to read for pleasure. Pupils enjoy reading, including those who are finding it harder to learn to read. Pupils especially enjoy listening to well-chosen texts that adults read to them.

For example, Year 2 was gripped by accounts of the Titanic disaster.

Pupils know and remember more in many subject areas, but not all. Where it is strongest, such as in mathematics, computing and music, leaders provide effective guidance for teachers to support pupils' learning.

For example, in mathematics, a clear policy sets out the way pupils should solve a calculation. Teachers use a variety of approaches to engage pupils well. For example, in computing, younger pupils practise taking photographs on tablets or experiment using programmable robots, while older pupils discuss online safety scenarios with maturity.

Teachers check how well pupils have learned key knowledge and use this information to adapt future lessons. There are some subjects where the curriculum does not progress as effectively, meaning that pupils do not always achieve as well as they could. However, recent curriculum changes demonstrate that leaders know how to improve this.

Pupils, regardless of their individual needs, strive to achieve the best they can. Teachers adapt learning opportunities so pupils with special educational needs and/or disabilities (SEND) get the extra support to succeed. For example, in Year 2, a considerable group of pupils have not completed the phonics scheme after the pandemic, so leaders have targeted additional support to enable pupils to catch up faster.

Pupils' behaviour and attitudes are strong. Disruption in lessons is rare, and there is a calm and orderly environment inside and outside. If a pupil finds it harder to maintain this high standard of behaviour, adults deal with this well.

Leaders work with a pupil's family to agree on supportive, individualised plans. Many parents recognise the impact of recent constructive changes to managing behaviour.

Leaders ensure there are wider activities for pupils to enjoy.

To enhance both competitive and inclusive sporting opportunities, pupils participate in events that are both with and against other schools. Pupils' understanding of global issues develops through a range of bespoke opportunities. The school is particularly proud of being a pilot school for a local project to support refugees moving to the community.

They have worked with a local nature reserve to encourage pupils to make Christmas decorations out of natural resources. Pupils' spirituality is developed well, for example through the ongoing design of a 'Peace Garden' following the Queen's death.

Staff are positive about working at the school.

Leaders take time to listen to their colleagues. This generates a genuine team effort to improve outcomes and experiences for every pupil. The school's governing body takes key strategic decisions with care, including safeguarding, personnel and finance.

One parent summed up the views of many by saying the headteacher 'has communicated so well and been so open asking for constant feedback...

she truly cares for the children and it shows. I am excited for what she is doing and the years ahead'.


The arrangements for safeguarding are effective.

Leaders ensure a strong safeguarding culture in this school. Extra little thoughts, such as the school's safeguarding team wearing rainbow lanyards, make a big difference. This way, everyone knows who the safeguarding leads are.

All staff members receive thorough training, enabling swift identification of any concerns. Leaders make sure they keep staff's knowledge up to date. Record-keeping of incidents and any related actions is thorough and timely.

Leaders are tenacious in getting the support pupils need, ensuring prompt referrals to wider services.

The curriculum includes clear opportunities for all pupils to develop an age-appropriate understanding of how to keep safe, including when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Although some subjects, such as computing and music, are planned from Reception through to Year 6 in careful steps, not all subjects have a precise sequence of knowledge, skills and vocabulary.

This means pupils' understanding in those subjects does not consistently build over time as well as it could. Leaders need to ensure that the work recently started to improve the curriculum continues so that the curriculum provides the complete breadth of key knowledge, skills and vocabulary that pupils need to learn and remember.


When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good in February 2013.

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