Forest Row Church of England Primary School

About Forest Row Church of England Primary School Browse Features

Forest Row Church of England Primary School

Name Forest Row Church of England Primary School
Ofsted Inspection Rating Good
Inspection Date 09 October 2018
Address School Lane, Hartfield Road, Forest Row, East Sussex, RH18 5EB
Phone Number 01342823380
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 188 (52% boys 48% girls)
Number of Pupils per Teacher 20.4
Local Authority East Sussex
Percentage Free School Meals 7.4%
Percentage English is Not First Language 5.9%
Persisitent Absence 15.9%
Pupils with SEN Support 8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Forest Row is a Church of England school within the diocese of Chichester. A section 48 inspection took place on 1 March 2016. In the past, pupils were taught in a combination of single- and mixed-aged classes. Pupils are currently organised into one class per year group. Following a consultation process, and with a falling roll, the school will formally convert to having one form of entry from September 2019. Children in early years are taught in one full-time Reception class. The proportion of disadvantaged pupils is much lower than the national average, as is the proportion of pupils who have SEN and/or disabilities. Most pupils are White British. A significant proportion of pupils join the school at times other than the beginning of the school year. The school runs a breakfast club.

Summary of key findings for parents and pupils

This is a good school Leaders have successfully addressed the weaknesses evident in pupils’ achievement in 2017. Provisional results for 2018 show that the proportions of pupils who reached the expected standards in reading, writing and mathematics are above the national figures. Most pupils currently in the school make good progress across a range of subjects, including reading, writing and mathematics. Leaders and governors work effectively together and have a good understanding of the strengths of the school. There are secure plans in place to make further improvements. Leaders make frequent checks on the quality of teaching and provide effective feedback to teachers. As a result, the overall quality of teaching, learning and assessment is good and continuing to improve. Pupils behave well in lessons and around the school. There is a strong culture of safeguarding. This is a very welcoming, nurturing school in which pupils feel safe. Good-quality teaching in the early years ensures that children make good progress. Lessons are well planned, and teachers set tasks that usually meet pupils’ needs. However, at times, teachers do not match activities to pupils’ abilities precisely enough, particularly for the most able pupils. While many teachers use questioning skilfully to challenge and extend pupils’ learning, this is not consistently strong across the school. Pupils benefit from an exciting curriculum. However, the curriculum is not fully consistent in extending and deepening pupils’ knowledge and skills across a range of different subjects. Leaders and governors have effective strategies in place to improve the attendance of pupils. However, although attendance rates have improved, the attendance rate for some pupils remains too low.