|Name||Etchingham Church of England Primary School|
|Ofsted Inspection Rating||Good|
|Address||Parsonage Croft, High Street, Etchingham, TN19 7BY|
|Religious Character||Church of England|
|Number of Pupils||105 (56.2% boys 43.8% girls)|
|Number of Pupils per Teacher||22.0|
|Local Authority||East Sussex|
|Percentage Free School Meals||2.9%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||6.5%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (21 March 2012)
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Information about the school
Etchingham is a smaller than average primary school. The number of pupils at the school has fallen over the past few years and the proportion joining or leaving at different times has increased. Almost all pupils are of White British heritage. The proportion of pupils known to be eligible for free school meals is low. There has been an increase since the previous inspection in the proportion of disabled pupils and those who have special educational needs. It is slightly above the national average. The most prevalent needs are behaviour, emotional and moderate learning difficulties. Pupils in Years 1 to 6 are taught in three classes, each with two year groups. Children in the Early Years Foundation Stage are taught in a separate class. The school has received Healthy School, Gold Sportsmark and Play Leaders awards. There have been a number of staff changes since the previous inspection. The deputy headteacher became the substantive headteacher in September 2010 and the executive headteacher of another small, local primary school at the same time. The two schools work in partnership and have separate governing bodies. Etchingham meets the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress.
This is a good school. Pupils enjoy their lessons and have positive attitudes to learning. They benefit from an exciting curriculum and good teaching so achieve well. It is not outstanding because good progress has not yet been sustained over time throughout the school. Teaching and learning are good but not as consistent in the Reception class as in other year groups. Pupils make good progress and their attainment in mathematics and reading is above average by the end of Year 6. Decisive steps have been taken to address weaknesses in writing which has improved and is now good. Pupils’ speaking and listening skills are strong. Disabled pupils and those with special educational needs make equally good progress as their peers because their individual needs are understood and met well. Good teaching is underpinned by accurate assessments, detailed planning, high expectations and good subject knowledge. Challenging questions, opportunities for pupils to talk together and useful feedback maintain a brisk pace of learning so pupils achieve well. Good progress is not consistent in the Reception class, particularly when children choose their own activities, because clear routines are not established to move their learning on quickly. Strengths in behaviour and safety identified at the previous inspection have been sustained and are good. Pupils are polite, considerate and motivated. Their spiritual, moral, social and cultural awareness is well developed and contributes to the positive ethos of the school. Pupils attend regularly, feel safe and participate in all aspects of school life enthusiastically. Leaders are sharply focused on securing good teaching and learning and have managed teachers’ performance effectively to achieve this. Robust monitoring and tracking inform a detailed development plan. Priorities are pertinent but some lack quantifiable targets, milestones and success measures.