St Thomas A Becket Catholic Primary School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of St Thomas A Becket Catholic Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding St Thomas A Becket Catholic Primary School.

To see all our data you need to click the blue button at the bottom of this page to view St Thomas A Becket Catholic Primary School on our interactive map.

About St Thomas A Becket Catholic Primary School

Name St Thomas A Becket Catholic Primary School
Ofsted Inspections
Headteacher Mr Paul Beverton
Address 3 Tutts Barn Lane, Eastbourne, BN22 8XT
Phone Number 01323737221
Phase Primary
Type Voluntary aided school
Age Range 4-11
Religious Character Roman Catholic
Gender Mixed
Number of Pupils 440
Local Authority East Sussex
Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy learning in this friendly and compassionate community.

Everyone is included and feels like they belong. Each morning, pupils arrive with happy smiles. They are excited to see their friends and teachers.

Parents and carers appreciate the warm welcome that their children receive from staff. The school's 'learning characters' are an important part of daily life. These motivate pupils to persevere, work with others and become resilient learners.

Pupils are encouraged to be independent and responsible. Children in early years show thought and care towards others. Pupils are proud of the leadership roles they hold.

These include sports leaders..., liturgy leaders, school prefects and school council representatives. They enjoy taking part in the different clubs and activities that are available.

Leaders have high expectations of pupils' behaviour.

Pupils are polite, and courteous. They behave well in lessons and around the school. Those pupils who need support to manage their feelings and emotions get the help they need.

Pupils feel safe in school. They understand that bullying is not tolerated here. Pupils, and children in the younger years, value how trusted adults will listen and help them to resolve any worries they may have.

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

Leaders and governors are deeply committed to ensuring that each pupil flourishes and succeeds in everything they do. They have high ambitions for children, from the early years through to Year 6. Pupils with special educational needs and/or disabilities (SEND) are successfully included in all aspects of school life.

Careful identification ensures that tailored support is provided to help them learn well. Where appropriate, leaders work with external professionals to make sure these pupils get the help they need.

Leaders ensure that all pupils, including those with SEND, benefit from an interesting, broad and stimulating curriculum.

In most subjects, leaders have identified clearly the essential knowledge they want pupils to learn. They have ordered this knowledge carefully so that pupils progress well through the curriculum, knowing and remembering more over time. Leaders successfully link what children learn in the early years with the subjects taught in other year groups.

However, the content and order of the curriculum in history, geography and art are not as precisely defined. Leaders are taking action to address this.

Teachers have high expectations.

Pupils generally concentrate well and try their best in lessons. In early years, children carefully follow the well-established routines. Lessons are lively and engaging because teachers explain things well.

Teachers ask questions that make pupils think carefully. Pupils relish sharing and talking about what they know about the different topics they learn.Leaders promote a love of reading.

Children in Reception Year are immersed in books and engaging reading activities. This helps to promote children's speaking and listening skills well and enhance their vocabulary. Leaders provide older pupils with a diverse and varied selection of texts to read and enjoy.

Pupils take pleasure in visiting the well-stocked library or the book corners in their classroom. One pupil said, 'We just can't wait to take a book home to share with our families.'

Pupils become confident and fluent readers.

Learning to read starts as soon as children join Reception Year. Staff are well trained. They deliver the phonics curriculum effectively.

Pupils read books that help them practise what they have learned. Staff identify any pupil who is falling behind and provide extra support to help them catch up quickly.

Pupils' personal development is well catered for.

Leaders provide pupils with a rich variety of ways to learn about their role as responsible citizens. For instance, pupils regularly raise funds for charities, collect and donate food to the local food bank, sing at events in the community and write postcards to the residents at a local care home. Pupils and children also learn about their rights and responsibilities.

They support each other kindly and show a deep understanding of fairness. Leaders have prioritised supporting the positive mental well-being of pupils. Children in the Reception Year pay close attention to the needs of others.

Governors are skilled and knowledgeable. They show an unfaltering commitment to pupils and staff. Governors know the school well.

They assure themselves that leaders' actions to develop a coherent and well-sequenced curriculum in all subjects are robust.


The arrangements for safeguarding are effective.

Leaders place high importance on keeping pupils safe.

Suitable checks are made on all adults who work with the children in school. Staff are well trained. They are vigilant in identifying and recording any concerns they have about a pupil's well-being or safety.

Leaders respond to issues swiftly and sensitively. They work closely with external agencies to provide additional support for families, when required. Governors maintain a sharp oversight.

Pupils feel safe and happy here and parents confirm this. Through the curriculum, pupils learn about keeping safe, including when online.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not made sure that the curriculum in history, art and geography is sufficiently well sequenced.

Pupils do not learn as well as they could in these subjects. However, it is clear that leaders are already taking action to address this. For this reason, the transitional arrangements have been applied.

Also at this postcode
St Thomas-a-Becket Nursery

  Compare to
nearby schools