Field Place Infant School

Name Field Place Infant School
Ofsted Inspection Rating Requires improvement
Inspection Date 10 October 2017
Address Nelson Road, Worthing, West Sussex, BN12 6EN
Phone Number 01903700234
Type Primary
Age Range 3-7
Religious Character Does not apply
Gender Mixed
Number of Pupils Unknown
Local Authority West Sussex
Percentage Free School Meals 20.7%
Pupils with SEN Support 15.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school meets requirements on the publication of specified information on its website. The school is larger than most infant schools, with 11 classes. The school has places for 52 nursery-age children. There is a 14-place special resource provision (called the special support centre) for pupils who have speech, language and communication needs. Pupils who attend the centre are referred by the local authority through their education, health and social care plans. A new chair of governors was elected at the beginning of the current academic year. The current headteacher was appointed at the start of the summer term 2016. The deputy headteacher was appointed shortly afterwards. Both were former senior leaders within the school. There have been a number of periods of staff absence resulting in some ongoing turbulence for the school. The special educational needs coordinator, English subject leader and a number of other staff, including in the school’s Nursery, were absent during the inspection. The mathematics subject leader, Year 2 coordinator and early years leader are new to their posts this term. The proportion of pupils who have special educational needs and/or disabilities is higher than that which is typical in other primary schools. Most pupils who attend the school are from White British backgrounds. The proportion of disadvantaged pupils is broadly average when compared to primary schools nationally. The school’s population is more stable than that experienced by other primary schools. During the academic year 2016/17, the school was supported by the Wolstonbury Teaching Alliance through a grant that supported improvements to the teaching of phonics and reading.

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders have not taken effective steps to improve the quality of teaching, learning and assessment. They do not reinforce their expectations of teaching and pupils’ learning with enough rigour. Since the previous inspection, the school has been through a number of staffing changes that have affected the pace of improvement. Too much lesson time is wasted during the school day. Pupils do not have enough time to embed and extend their learning. Teachers’ expectations are not consistently high enough for pupils to make good progress. There are too few opportunities for the most able pupils to develop a depth of understanding in mathematics and writing. Teaching in the Reception classes does not enable children to learn quickly enough. Adults do not consistently provide activities that meet children’s needs well. This means that outcomes at the end of Reception are not as high as they should be. Pupils’ attainment on entry to key stage 1 is below average. As a result, pupils do not make the progress of which they are capable as they move through the school. Pupils do not make consistent progress from the time they enter the school until the time they leave. Pupils who fall behind, and pupils in Year 2, have to catch up on learning to reach the standard expected for their age. The school has the following strengths Standards at the end of Year 2 are improving and an increasing proportion of pupils reach the expected standard in the Year 1 phonics screening check. Leaders support pupils’ social, emotional and mental health needs well. Parents strongly support the school’s ethos and work. Almost all say that their child is happy, enjoys learning and feels safe. Leaders use additional funding effectively to help an increasing proportion of disadvantaged pupils to catch up with other pupils. Relationships between adults and pupils are mutually respectful. Pupils cooperate well, both during play and in lessons. Staff are committed to the school. They are supportive of their leaders and are keen to improve their skills.