|Name||Walberton and Binsted CofE Primary School|
|Ofsted Inspection Rating||Good|
|Address||The Street, Walberton, Arundel, BN18 0PH|
|Religious Character||Church of England|
|Number of Pupils||204 (49% boys 51% girls)|
|Number of Pupils per Teacher||21.3|
|Local Authority||West Sussex|
|Percentage Free School Meals||5.9%|
|Percentage English is Not First Language||3%|
|Pupils with SEN Support||11%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (17 May 2017)
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Information about this school
The school meets requirements on the publication of specified information on its website. The school is an average-sized primary school with seven classes. Most pupils come from White British backgrounds. The proportions of pupils who have special educational needs and/or disabilities is well below average, as is the proportion of disadvantaged pupils supported by the pupil premium. The school meets the government?s current floor standards, which are the minimum expectations for pupils? attainment and progress in reading, writing and mathematics.
Summary of key findings for parents and pupils
This is a good school The school is led by a highly effective headteacher. She is well supported by senior leaders who share her ambition to improve outcomes for pupils. Together they have secured lasting improvements in the quality of teaching. Teaching is good. Teachers have raised their expectations of what pupils can achieve. Lessons are well planned and interesting so pupils are motivated to learn. Governors hold leaders to account effectively and contribute well to the success of the school. Pupils? personal development is outstanding. They show very high levels of care towards one another. Pupils learn in an environment that is free from discrimination, ensuring that they have a deep understanding of equality. The small number of disadvantaged pupils and those who have special educational needs and/or disabilities are very well supported and consistently make good progress. Middle leaders and subject leaders are becoming more effective in their roles. However, some are still only in the early stages of developing their leadership skills. Outcomes for pupils are improving and are now just above other schools nationally. Leaders rightly recognise that pupils have the potential to do even better. Pupils are making good progress in reading, writing and mathematics. Teachers assess how well pupils are doing and use the information to identify next steps. However, this is not as sharp as it needs to be to enable all pupils to fully make the progress of which they are capable. This is particularly the case for the most able pupils. Pupils behave well and work hard in lessons. They have good attitudes to learning and say they enjoy the many opportunities they are given to excel. Pupils are proud to be part of the school and take their roles of responsibility seriously. Rapid improvements in the early years mean provision is now good. Children settle in well and make good progress in this secure environment. At times, the support provided by adults does not meet the specific needs of the children. Parents are very positive about the changes that have taken place in the school. They are supportive of school leaders and appreciate the high level of care provided for their children.