Firle Church of England Primary School

About Firle Church of England Primary School Browse Features

Firle Church of England Primary School


Name Firle Church of England Primary School
Website http://www.firleschool.co.uk/
Ofsted Inspection Rating Good
Inspection Date 08 May 2013
Address The Street, Firle, Lewes, East Sussex, BN8 6LF
Phone Number 01273858260
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 68 (45% boys 55% girls)
Number of Pupils per Teacher 12.7
Local Authority East Sussex
Percentage Free School Meals 5.7%
Percentage English is Not First Language 2.9%
Persisitent Absence 12.7%
Pupils with SEN Support 13.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is much smaller than the average-sized primary school. Reception-aged children are taught in a class with others of a similar age. In the rest of the school, pupils are taught in mixed-age classes. The proportion of disabled pupils and those who have special educational needs supported through school action is well above average. The proportion supported through school action plus or with a statement of special educational needs is broadly average. The proportion of pupils for whom the school receives the pupil premium (additional government funding for pupils known to be eligible for free school meals, looked after children and children of service families) is lower than the national average. None of the pupils in these groups reached the end of Key Stage 1 or Key Stage 2 in 2012, and there are none in the current Year 6. Currently, no looked after children or children of service families attend the school. A much-larger-than-average proportion of pupils arrives or leaves the school at times other than the usual points of transfer. The school meets the government’s current floor standards, which set minimum expectations of pupils’ attainment and progress. Since the previous inspection, following the resignation of the previous headteacher, the school was without a substantive headteacher for nearly a year while the governing body took advice and explored alternative leadership structures for small schools. Since June 2012, the school has employed an executive headteacher who is also executive headteacher of another school. From September 2013, the current arrangement will end and the current executive headteacher will remain just as headteacher of Firle Church of England Primary School.

Summary of key findings for parents and pupils

This is a good school. Pupils make good progress in reading, writing and mathematics. Current pupils are on track to reach above average levels at the end of Key Stage 2. A strong focus by senior leaders on improving the quality of teaching has paid dividends. First-hand observations of teaching, work in pupils’ books and their current rates of progress show that teaching is good. Higher expectations of what pupils can achieve and the better quality of teaching mean that current pupils are making quicker progress than those in the past, particularly in mathematics. The proportion of pupils in each year group already reaching higher levels than those expected for their age is increasing. Teachers make sure lessons are brisk and lively and deploy teaching assistants well to meet pupils’ differing needs. Regular marking shows pupils what they have done well and often how to improve and pupils eagerly look for this advice. Pupils say they enjoy school and are happy, and parents unanimously agree. Pupils feel safe and behave well. The effective governing body has played a crucial leading role in a time of significant change to the structure of leadership and management of the school. Committed and passionate, the governors share the headteacher’s determination to make the school outstanding. It is not yet an outstanding school because : Teaching is rarely outstanding. Tasks are not pitched at precisely the right level for pupils of different abilities to secure rapid progress. Teachers sometimes miss opportunities in lessons and in their marking to use pupils’ individual ‘next-step’ targets to move them on more quickly. Whilst improving, attendance is below national averages. The school does not work often enough with families of pupils that have high levels of absence.