|Name||Goring-By-Sea CofE (Aided) Primary School|
|Ofsted Inspection Rating||Good|
|Address||Mulberry Lane, Goring-by-Sea, Worthing, BN12 4RN|
|Religious Character||Church of England|
|Number of Pupils||422 (51.4% boys 48.6% girls)|
|Number of Pupils per Teacher||26.8|
|Local Authority||West Sussex|
|Percentage Free School Meals||9.7%|
|Percentage English is Not First Language||5.4%|
|Pupils with SEN Support||11%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (09 May 2018)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
The school was last inspected as a first school. It is has grown to a two-form entry primary school. The current Year 6 pupils are the first to have gone through the whole school. The school is now larger than the average-sized primary school. The proportion of pupils who have SEN and/or disabilities is higher than that found nationally. The proportion with an EHC plan is significantly higher. The school has a lower proportion of disadvantaged pupils compared to other schools nationally. The inclusion leader with responsibility for pupil premium joined the school at the beginning of 2018. The early years leader was absent during the inspection.
Summary of key findings for parents and pupils
This is a good school Leaders have created an inclusive and happy school. The transition from being a first school to being a primary school has been well managed. Parents and carers recognise and value this. Leaders have designed a well-thought-out and effective curriculum, including in the early years. Teachers have good subject knowledge and ensure that pupils’ knowledge and skills build over time. As a result, pupils make good progress in all subjects and very good progress in some. Teaching is good. Learning is planned to meet the wide range of pupils’ learning needs, including those who have special educational needs (SEN) and/or disabilities. Effective teaching in the early years means that children make good progress in a broad range of areas. Governance has improved significantly in the last 18 months. Governors now have the knowledge, confidence and information they need to hold leaders to account. Governors recognise that some important strategic documents are not written or evaluated well enough. Pupils’ overall attendance levels are good. However, too many disadvantaged pupils are frequently absent. Leaders have invested significant time in the professional development of teaching assistants. As a result, all adults in the school have good questioning skills and subject knowledge. They make a positive contribution to teaching and learning. Current disadvantaged pupils are making good progress in a wide range of subjects, including English and mathematics. Leaders have rightly identified that differences between disadvantaged pupils’ attainment and that of other pupils have been too wide. Differences are beginning to diminish, but there is more to do. Pupils’ behaviour around the school and in lessons is good. They are polite, courteous and curious. Extra-curricular activities play an important part in enhancing pupils’ personal development.