Littlehaven Infant School


Name Littlehaven Infant School
Website http://www.littlehaven.w-sussex.sch.uk/
Ofsted Inspection Rating Good
Address Hawkesbourne Road, Horsham, RH12 4EH
Phone Number 01403260608
Type Primary
Age Range 5-7
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 124 (50% boys 50% girls)
Number of Pupils per Teacher 19.7
Local Authority West Sussex
Percentage Free School Meals 12.1%
Percentage English is Not First Language 4.9%
Persistent Absence 6.9%
Pupils with SEN Support 9%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (04 February 2014)
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Information about this school

Littlehaven is smaller than the average-sized infant school. Most pupils attend from the local area. All pupils of Reception age and those in Year 1 are taught in mixed-age classes. Pupils in Year 2 are taught in single-age classes. The proportion of disabled pupils and those with special educational needs supported through school action is average, as is the proportion of pupils at school action plus or with a statement of special educational needs. The proportion of pupils eligible for the pupil premium, which provides additional funding for children in local authority care, the children of service families and pupils known to be eligible for free school meals, is average. The number of pupils from ethnic minority groups is below average and there are currently no pupils in the early stages of learning English. A privately-run pre-school is situated in the infant school.

Summary of key findings for parents and pupils

This is a good school. Pupils’ attainment in reading, writing and mathematics has remained above average since the last inspection and has been rising steadily over time. All groups of pupils make good progress because teaching is consistently good, with a small proportion that is outstanding. Writing is taught especially well. The provision for disabled pupils and those with special educational needs is particularly good. Reception children make good progress and a confident start to school life, helped by clear routines and stimulating activities. The school’s core values, such as perseverance and respect, are shared with pupils daily. They underpin the excellent relationships in the school and support pupils’ learning and development very well. Pupils thoroughly enjoy school and attend regularly. They feel safe and well cared for and get on very well together. They are polite and well behaved at all times. Parents, other adults and pupils all fully support this view. The experienced headteacher’s calm and determined leadership has helped to maintain above average standards despite considerable staff turbulence and fluctuating numbers of pupils. She has welded together a strong, ambitious team committed to a vision of outstanding achievement for all pupils. Highly skilled governors are supporting the leadership’s vision exceptionally well. They have excellent knowledge of the school’s work and offer it an appropriate level of challenge. Excellent external partnerships and strong provision for pupils’ spiritual, moral, social and cultural development all play their part in the school’s success. It is not yet an outstanding school because : Pupils sometimes make a slow start to their tasks because teachers do not make it clear enough what they should be learning. Outstanding teaching in the school is not used enough as examples to support other teachers’ professional development. Although pupils have a good knowledge of phonics (letters and the sounds they make), they do not use and extend these skills often enough in their reading and writing.