|Name||Loxwood Primary School|
|Ofsted Inspection Rating||Good|
|Address||Nicholsfield, Loxwood, Billingshurst, RH14 0SR|
|Religious Character||Does Not Apply|
|Number of Pupils||181 (45.9% boys 54.1% girls)|
|Number of Pupils per Teacher||20.2|
|Local Authority||West Sussex|
|Percentage Free School Meals||5.5%|
|Percentage English is Not First Language||2.8%|
|Pupils with SEN Support||6.2%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (16 November 2011)
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 the school
This is a smaller than average-sized school. All year groups, including the Early Years Foundation Stage, have single-aged classes. Most pupils are White British, with the rest representing a very small range of other ethnic groups. The proportion of pupils who speak English as an additional language is well below the national average. The proportion of pupils with special educational needs and/or disabilities is currently broadly in line with the national average and includes those with specific learning and social and emotional difficulties and physical disabilities. The proportion known to be eligible for free school meals is well below the national average. The school has improved its facilities since the previous inspection, with the recent completion of a new extension to Key Stage 1. The school has achieved a number of awards including Healthy Schools, Active Mark and International Schools (Intermediate).
This good school received the ‘thumbs up’ from pupils who are rightly proud of it. As one pupil told inspectors, ‘It’s a brilliant place, it makes me feel special.’ Parents and carers are equally delighted with all that the school has to offer, and their excellent engagement with the school is reflected in their significant amount of fundraising and high levels of attendance at school functions. Central to the work of the school is the promotion of pupils’ personal development. Pupils achieve well because of the outstanding levels of pastoral care, guidance and support, good, and sometimes outstanding, teaching and a well-organised, effective curriculum. As a result, they behave well, have very positive attitudes to learning, very good relationships and excellent understanding of how to keep safe, fit and healthy. Attendance has improved and is high. Reception children start school with skills and understanding broadly in line with expectations for their age. They make good progress in their learning. This is because activities provide a stimulating range of learning opportunities which promote high levels of independence and challenge them in their learning. Throughout the school very effective induction and tracking systems make sure that the progress of pupils is effectively monitored. Well-targeted, appropriate support is provided for any in danger of falling behind. This ensures that most, including those with special educational needs and/or disabilities, make similarly good progress and that there is almost no difference between boys’ and girls’ achievement. The good capacity for sustained improvement has been evident in the continuing high levels of attainment in reading, which are the result of developments in teaching. Attainment in writing and mathematics has continued to improve but has not risen as rapidly as reading. This is because a few teachers do not always put their good lesson planning into practice to ensure that pupils, particularly the more able, are consistently challenged to do well in lesson activities. There are good systems for evaluating school effectiveness. This means senior leaders are able to identify and tackle weaknesses quickly, which gives the school a good capacity for further improvement. Leaders have demonstrated this in the way they effectively tackled a dip in Key Stage 1 pupils’ attainment in the last year. The staff, governing body and headteacher work in an effective partnership. They are ambitious for pupils and keen to improve the school’s work so that it becomes outstanding. They know what needs attention to enable this improvement. School improvement planning is good and is based on effective self-evaluation. The school has made continued improvement since its previous inspection and has good capacity to maintain its advance.