|Name||North Mundham Primary School|
|Ofsted Inspection Rating||Good|
|Address||School Lane, North Mundham, Chichester, PO20 1LA|
|Religious Character||Does Not Apply|
|Number of Pupils||206 (49% boys 51% girls)|
|Number of Pupils per Teacher||24.2|
|Local Authority||West Sussex|
|Percentage Free School Meals||14.1%|
|Percentage English is Not First Language||2.3%|
|Pupils with SEN Support||9.5%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (26 February 2015)
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
This school is smaller than the average-sized primary school. The early years provision starts in the Reception class. All the children attend full time. A well-below-average proportion of the school?s pupils is eligible for the pupil premium. This is additional government funding provided for disadvantaged children who are looked after or known to be eligible for free school meals. Only a very small number of pupils in Year 6 are eligible for the pupil premium. For this reason, their attainment is not reported upon in detail. The proportion of disabled pupils and those who have special educational needs is below average. The proportion of pupils who join or leave the school at other than the normal times for transfer is above the national average. The school meets the government?s current floor standards, which set the minimum expectations for pupils? attainment and progress in English and mathematics. There have been several changes of staff since the school?s previous inspection, and the school has remodelled part of its building. Since January 2015, the school has operated an after-school club for its own pupils on one day each week.
Summary of key findings for parents and pupils
This is a good school. Leaders and managers at all levels have worked successfully with the governors to build on the school?s strengths and to overcome its weaknesses. As a result, it has improved since its previous inspection. Leaders have made sure that the quality of teaching and of teachers? use of assessment is consistently at least good. The breadth and quality of the school?s curriculum make a positive contribution both to pupils? achievement and to their spiritual, moral, social and cultural development. Governors are strongly committed to ensuring that the school continues to improve. They know how well pupils are achieving and why teaching makes this happen. Pupils are polite, helpful and considerate of each other. They behave well in lessons and around the school. Pupils feel safe in school and say that staff take good care of them. A very large majority of parents agree that this is the case. Teachers usually plan activities which are well suited to pupils? interests. Teachers mark pupils? work regularly, correcting mistakes carefully. They give pupils detailed feedback which enables them to improve their work. Pupils with different abilities make good progress in English, mathematics and a wide range of other subjects, including art, music and sport, and achieve well. The skills that pupils gain and their positive attitudes to learning mean that they are well prepared for secondary education. Children in the early years provision make a good start. Adults give children interesting and stimulating tasks to do. As a result, they make good progress in both their academic learning and in their personal and social development. It is not yet an outstanding school because : Leaders have not yet ensured that teaching is regularly of the highest quality, so that it leads to outstanding achievement. Teachers do not always check pupils? progress thoroughly enough during lessons. They do not always adapt activities so that all pupils can make progress as fast as possible.