West Rise Junior School, located in Eastbourne, East Sussex, underwent an inspection on July 11 and 12, 2023. The overall effectiveness of the school was rated as requiring improvement, a decline from its previous good rating. The quality of education was also assessed as requiring improvement, while behaviour and attitudes, as well as personal development, were rated as good. Leadership and management were found to require improvement as well.
The school is characterized by a caring environment where staff and leaders are familiar with each pupil, fostering warm and nurturing relationships. Pupils feel comfortable seeking support from the well-being team and are educated about their rights and responsibilities, emphasizing respect and kindness. Most pupils exhibit sensible behaviour and maintain positive attitudes towards their learning, contributing to a welcoming atmosphere.
Outdoor learning experiences are a highlight of the school, allowing pupils to connect with the natural environment and learn about local wildlife. The school encourages active citizenship, with a school council that plays a significant role in decision-making, such as creating names and emblems for school communities. Despite these positive aspects, the school has faced challenges, including a decline in educational standards and difficulties in leadership and staffing. The acting headteacher has worked diligently to stabilize the school community during this turbulent period.
Recent efforts to enhance mathematics education have shown success, leading to improved achievement in this subject. However, the curriculum in most other subjects lacks clarity and precision, hindering effective teaching and assessment. Staff do not have sufficient guidance on what to teach, resulting in gaps in pupils' knowledge. The reading curriculum has been revitalized, promoting a love for reading among many pupils, but support for those struggling with early reading skills is not adequately tailored to their needs.
Pupils with special educational needs and disabilities (SEND) receive appropriate support, with their needs quickly identified and addressed in class. However, assessment processes are not fully effective, as teachers do not consistently check what pupils have learned, leading to unaddressed weaknesses in their learning. Behaviour in the school is generally calm and orderly, but attendance remains a concern, particularly for pupils with SEND and those from disadvantaged backgrounds.
The school provides a wide range of enrichment activities that enhance pupils' personal development, alongside a well-structured curriculum for personal, social, and health education. Safeguarding arrangements are effective, with staff receiving regular training and a strong culture of care present throughout the school. However, some aspects of safeguarding practices require improvement, particularly in connecting new concerns with existing information about pupils.
To improve, the school must address weaknesses in the curriculum more swiftly, ensuring that recent improvements in core subjects are fully embedded. Leaders need to refine their curriculum strategies in other subjects and enhance assessment processes to better identify and address gaps in pupils' knowledge. Additionally, the reading program for early learners needs strengthening to ensure targeted support for those struggling with reading. Governance also requires enhancement, as governors need to implement stronger oversight systems to hold leaders accountable effectively. Overall, while the school has strengths, significant work is needed to ensure that all pupils receive a high-quality education and achieve their potential.
