Cross-in-Hand Church of England Primary School in Heathfield, East Sussex, has been rated as good in its recent inspection conducted on April 20 and 21, 2022. The school is characterized by a positive atmosphere where pupils are cheerful, kind, and welcoming. They express enjoyment in attending school, highlighting a strong sense of belonging fostered by staff through various leadership roles assigned to older pupils. These roles include librarians, peer mediators, and play leaders, which help younger pupils engage with books and play in a supportive environment.
Pupils feel safe and have learned how to protect themselves from harm, including online safety and road awareness. They exhibit pride in their school and peers, demonstrating a strong sense of justice and respect for others. The school maintains clear expectations and routines, contributing to a calm and supportive environment where bullying is rare. When incidents do occur, school leaders take appropriate and sensitive action.
The quality of education is good, with lessons that are varied and engaging, incorporating practical activities that enhance learning. Most subjects allow pupils to learn and apply their knowledge confidently. However, there are some areas where the sequence of learning is not fully established, hindering pupils' ability to build on their existing knowledge effectively.
The curriculum is broad and interesting, with leaders ensuring that subjects like reading, mathematics, and science are well sequenced. Clear end points for each year group are established, allowing pupils to learn and retain more as they progress. In science, for instance, older pupils can recall key concepts from earlier years and relate them to current work. Nonetheless, gaps exist in some subjects, particularly in geography, where essential knowledge has not yet been clearly identified, potentially leading to missed learning opportunities.
Teachers possess strong subject knowledge, particularly in mathematics, where they encourage pupils to apply essential skills in new contexts. Pupils are expected to be prepared to recall key facts, demonstrating their focus and determination to succeed. The early years provision is robust, with leaders understanding the new curriculum well. Children are introduced to reading early, and a phonics program is effectively implemented, ensuring that pupils receive the necessary support to keep up.
The school is inclusive, providing appropriate support for pupils with special educational needs and disabilities. There are effective systems in place to identify and support these pupils from an early age, with regular checks on their progress. The school community is sensitive to the needs of all pupils, and parents express satisfaction with the support their children receive.
Leaders and governors are dedicated to promoting pupils' personal development, emphasizing resilience and care for others. They create opportunities for pupils to develop leadership skills and encourage equal opportunities, helping pupils aspire to greater achievements. The school environment fosters the growth of confident young individuals prepared for secondary school and beyond.
Safeguarding arrangements are effective, with leaders prioritizing pupil safety. Staff are well-informed about safeguarding procedures and act promptly to address any concerns. Regular updates ensure that all staff are aware of current safeguarding issues, and pupils are educated on how to stay safe online.
While the school demonstrates many strengths, there are areas for improvement. Leaders need to refine the curriculum in foundation subjects to ensure that pupils build their knowledge securely and make meaningful connections to prior learning. Overall, the school is on a positive trajectory, with leaders actively reviewing and enhancing the curriculum to benefit all pupils.
