Western Road Community Primary School in Lewes, East Sussex, has been recognized as a good school following its inspection on February 25-26, 2020. The school is characterized by a positive atmosphere where staff are dedicated to the well-being and success of their pupils. Students exhibit a love for learning, driven by engaging and challenging lessons designed by their teachers. This enthusiasm translates into strong academic performance, particularly in reading and mathematics.
Pupil behavior is commendable, with students adhering to teachers' instructions and demonstrating attentiveness in class. While there are instances of enthusiastic calling out, this is seen as a reflection of their eagerness to participate. The classrooms maintain a calm and productive environment. Students are also polite and well-mannered throughout the school, showing kindness and friendliness towards one another. This positive behavior extends to social settings, such as during lunch and on the playground, where instances of bullying are minimal. When conflicts arise, students are generally capable of resolving them independently, although adult support is readily available when needed.
The school enjoys strong support from parents and carers, with a significant majority expressing satisfaction and willingness to recommend the school. Many parents describe it as a nurturing and supportive environment that fosters a sense of community.
Despite the school's strengths, there have been notable staffing changes in the past year, including the appointment of a new headteacher and deputy headteacher. These transitions have been managed effectively, ensuring that students remain unaffected. The leadership team possesses a thorough understanding of the school's strengths and areas for improvement. The curriculum is generally well-planned, providing enjoyable and challenging learning experiences. However, there are ongoing efforts to enhance the curriculum in history and geography to ensure lessons are logically sequenced and gaps in knowledge are addressed.
Reading is prioritized as a crucial skill, and the school has implemented a robust reading curriculum that supports students from their early years. Teachers ensure that reading materials align with students' phonics learning, enabling them to become fluent readers. Additionally, teachers foster a love for reading by sharing stories and engaging students in discussions about literature.
Students with special educational needs and disabilities are well-supported and actively participate in all lessons. Staff are vigilant in providing timely assistance to those who may be falling behind, ensuring that all pupils keep pace with the curriculum. Teachers regularly assess students' retention of prior learning before introducing new concepts.
The school also emphasizes the personal development of its pupils, offering various leadership opportunities and extracurricular activities. Disadvantaged students are encouraged to participate fully in these opportunities, which include educational trips to significant cultural sites.
The early years curriculum effectively prepares children for their educational journey, with staff understanding individual needs and planning engaging activities that promote knowledge and skill development. Children display good behavior, cooperation, and social skills.
Safeguarding measures are robust, with staff trained to recognize and report concerns promptly. Pupils feel safe and are educated about staying safe in various contexts, including online environments.
To further improve, the school must ensure that its curriculum is coherently planned and sequenced across all subjects, particularly in history and geography, to address existing gaps in knowledge. Additionally, staff training in these subjects should be enhanced to equip teachers with the necessary skills for effective instruction. The leadership team is aware of these areas for development and has plans in place to address them in the upcoming academic year.
