St Paul’s CofE Primary School in Brighton, East Sussex, was inspected on 13 and 14 March 2023. The overall effectiveness of the school was rated as requiring improvement, with the quality of education also receiving the same rating. However, the school demonstrated good performance in areas such as behaviour and attitudes, personal development, leadership and management, and early years provision. The school has a supportive and nurturing environment where core values of wisdom, hope, community, and dignity are promoted. Positive relationships between adults and pupils are evident, fostering collaboration in both academic and social settings.
Behaviour in the school is calm, with clear expectations that pupils understand and adhere to. They feel secure and confident that bullying is not tolerated, and any incidents of unkindness are addressed promptly. Older pupils take their buddy roles seriously, contributing to a sense of community. Despite the positive environment, the report highlighted that pupils do not achieve as well as they could in some subjects due to incomplete identification of key information that needs to be learned. The new headteacher has focused on curriculum development, but further work is necessary to enhance educational outcomes.
Leaders are aware of the areas needing improvement and have identified weaknesses in the curriculum. They have implemented clear, sequenced plans in most subjects, which outline the essential knowledge pupils should acquire. Where these plans are in place, teachers effectively check pupils' understanding, leading to better achievement in those subjects. A new writing scheme is being trialled to help pupils build their skills progressively, although it is not yet fully embedded.
The early years curriculum is well-planned, allowing children to develop essential skills for future learning. Adults select activities that promote learning, and routines are established to help children learn to share and listen. The school has successfully fostered a love of reading through a coherent phonics scheme that begins in early years. Most pupils learn to read well, although support for those struggling to keep up is not always aligned with classroom sessions, which can hinder their progress.
In subjects where the curriculum has been effectively developed, staff focus on revisiting key concepts and using questioning to assess prior knowledge. This approach includes adaptations for pupils with special educational needs and disabilities based on their individual learning plans. The school environment is calm and purposeful, with high expectations for behaviour consistently reinforced. Mutual respect is cultivated from early years, contributing to an inclusive atmosphere.
Pupils enjoy a variety of clubs and extracurricular activities, which enhance their citizenship skills. They actively participate in fundraising and appreciate opportunities to express their opinions. The school’s connection with Uganda broadens their understanding of community beyond their immediate surroundings. Governors are engaged and hold leaders accountable, while the leadership team prioritizes staff training focused on curriculum development.
The safeguarding arrangements are effective, with a dedicated team ensuring that safeguarding is a priority. Staff are well-trained to recognize and address concerns, and pupils are educated on safety measures. The report concludes that while the school has made strides in various areas, it must continue to improve the quality of education, particularly in reading support and curriculum clarity, to ensure all pupils achieve their full potential.
