High Hurstwood Church of England Primary School

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About High Hurstwood Church of England Primary School

Name High Hurstwood Church of England Primary School
Website http://www.highhurstwood.e-sussex.sch.uk
Ofsted Inspections
Headteacher Mr Mark Pollard
Address Chillies Lane, High Hurstwood, Uckfield, TN22 4AD
Phone Number 01825733231
Phase Primary
Type Voluntary controlled school
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 101
Local Authority East Sussex
Highlights from Latest Inspection

What is it like to attend this school?

This is a successful, friendly and welcoming school. The school has a positive atmosphere and all its pupils are welcomed and nurtured. The school's values of belief, curiosity, kindness and resilience are well embedded.

Pupils show these attributes in their work and how they behave towards each other. Staff know their pupils and families extremely well and there is a real sense of community.

Behaviour in and around school is exceptional.

All children, including the most vulnerable, know what the school expects of them. Older pupils are role models for younger pupils. The strength of relationships permeates all aspects of school life.

This helps pupi...ls to overcome challenges and thoroughly enjoy school life.

The school is ambitious for what pupils can achieve. The provision disadvantaged pupils receive is meticulously considered.

This includes pupils with special educational needs and/or disabilities (SEND). This enables them to play a full part in school life and achieve as well as they can. Pupils benefit from lots of opportunities beyond the classroom.

There is an extensive range of after-school clubs and pupil leadership roles. Exciting trips and visits take place which enhance the curriculum pupils receive.

What does the school do well and what does it need to do better?

The school has rightly focused on revising and implementing a new curriculum.

This includes a sharp focus on developing subject leadership. As a result, most of the curriculum is well planned and effective. Staff have clear guidance to follow so that they know what to teach and when.

The school has a structured and systematic approach to teaching early reading. Pupils learn the new sounds in a clear order. Pupils practise reading books that match the sounds they have learned in phonics lessons.

Staff quickly identify pupils who need support and put in place focused support to help them keep up. All of this means that most pupils read fluently by the end of key stage 1. Pupils across the school have a very positive view of reading.

They talk with enthusiasm about their favourite books and how they enjoy story time sessions.

The school has recently strengthened its identification of and provision for pupils with SEND. The provision these children receive is carefully considered.

Teachers adapt learning activities well to help these pupils access the same curriculum as their peers. Parents of pupils with SEND are highly complimentary about the support that the school provides. They know their children receive effective academic and pastoral help.

The teaching of mathematics, English and wider subjects is largely consistent throughout the school. Teachers have good subject knowledge. They use this to help pupils develop new ideas and new vocabulary.

A few foundation subjects, however, do not have such a clear, sequenced curriculum. The school is aware of this and plans further developments to support curriculum design. In all subjects, teachers are able to identify when pupils might not have understood the intended curriculum.

This might be during a lesson or at a later date. However, gaps in learning are not always addressed as quickly and effectively as they could be. This means pupils' learning is not always securely embedded before moving on.

There is a genuine buzz around school. Pupils' attitudes to their learning are very positive indeed. Pupils' strong sense of responsibility allows them to take a full and active part in the school.'

Pupil leaders' enhance the daily experience of school life for others, for example as play leaders, buddies and the learning councillors. Pupils attend school regularly and the school takes effective action where pupils' attendance should be higher.

The school offers an enhanced range of additional activities for pupils to experience.

The school is proud of its increased sporting achievements, and all pupils get the chance to be part of this. Pupils enjoy the opportunities to explore and learn in the beautiful grounds. The strong sense of inclusivity at the school means there is no discriminatory behaviour between pupils.

One pupil commented, 'In our school, being different is not bad.'

Governors have a clear understanding of the school's strengths. They provide high levels of challenge and support to the school.

Staff are proud to be part of the community. Parents are overwhelmingly positive about the school. For example one, who reflected the views of so many, said, 'Our experience of the school is very positive.

The teachers are excellent and I love that every child seems to know every other. Our children have been challenged and engaged and have flourished.'


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some subjects, assessment processes are not fully in place, and staff are not always systematically checking what pupils have learned and can remember. As a result, not all pupils achieve as well as they could. The school should ensure that teachers use assessment to check what pupils have learned and use this information to adapt the curriculum so that all pupils develop and embed a detailed knowledge in all areas of the curriculum.

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