|Name||Fishbourne CofE Primary School|
|Ofsted Inspection Rating||Good|
|Address||Roman Way, Fishbourne, Chichester, PO19 3QS|
|Religious Character||Church of England|
|Number of Pupils||209 (49.8% boys 50.2% girls)|
|Number of Pupils per Teacher||21.8|
|Local Authority||West Sussex|
|Percentage Free School Meals||8.6%|
|Percentage English is Not First Language||3.3%|
|Pupils with SEN Support||10%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (25 June 2015)
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Information about this school
Fishbourne CofE Primary School is smaller than the average-sized primary school. The proportion of pupils known to be eligible for support through the pupil premium funding is much lower than the national average. The pupil premium is additional funding provided by the government for pupils known to be eligible for free school meals or who are looked after by the local authority. The proportion of disabled pupils and those who have special educational needs on the school roll is similar to the national average. The early years provision consists of a full-time Reception class. In 2014, the school met the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics at the end of Year 6. The headteacher joined the school in January 2015.
Summary of key findings for parents and pupils
Pupils’ achievement is good. They attain well in every year group and by the end of Year 6 typically reach standards that are above the national average. The most able attain well and a higher proportion than found nationally reach the higher levels in reading and mathematics at the end of Key Stage 2. Disabled pupils and those who have special educational needs make good progress from their starting points because of the carefully targeted support provided by teachers and teaching assistants. Gaps are closing between the attainment of disadvantaged pupils and that of others in the school. They make good progress in every year group. Leaders and managers have a strong vision for the continued improvement of the school. The curriculum gives pupils a wealth of exciting experiences and effectively promotes pupils’ spiritual, moral, social and cultural development. Leaders monitor the quality of teaching regularly. They know the progress of each pupil and ensure that swift action is put in place for any at risk of falling behind. Teaching is good. Teachers motivate pupils to do well through a variety of interesting activities. They make sure that pupils know how they can improve their work. The behaviour of pupils both in lessons and around the school is outstanding. Pupils listen very attentively and are keen to act on teachers’ instructions. The school’s work to keep pupils safe and secure is outstanding. Advice and guidance teach pupils about risk. Parents and carers are unanimous in saying that their children are kept safe at the school. Governors are very committed to supporting and challenging the school. The good leadership and management of the early years provision ensures that children get a good start to their education. It is not yet an outstanding school because: The progress of children in the early years provision is not carefully enough tracked. As a result, teachers do not always plan work that exactly matches children’s needs. Teaching is not typically outstanding because : teachers do not always have the highest expectations regarding the progress of those who are most able in writing.