Sissinghurst Voluntary Aided Church of England Primary School was inspected on 28 February and 1 March 2023, receiving an overall effectiveness rating of Requires Improvement. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all rated as Requires Improvement. This marks a significant decline from the previous inspection, which rated the school as Good.
Pupils express enjoyment in attending school, finding their learning experiences engaging and fun. They appreciate activities such as trips and interactive days, and they perform well in phonics and mathematics. However, the expectations in other subjects do not consistently align with their existing knowledge and skills, leading to insufficient knowledge retention as they progress through the school.
The school fosters a caring environment where pupils feel valued and heard. They understand the importance of kindness and friendship, which contributes to positive social interactions. The orderly environment encourages good behavior, and pupils feel safe due to supportive relationships with staff. Staff are proactive in addressing any concerns, further enhancing the sense of safety among pupils.
The school has faced challenges due to leadership changes and the impact of the COVID-19 pandemic, which have hindered the development of the curriculum and improvements in attendance. While governors are committed to the school’s vision, their oversight has not been sufficiently robust, limiting their understanding of the school’s operations.
Leaders prioritize reading fluency, implementing a structured phonics program that begins in Reception. Staff are well-trained in phonics, providing effective support for pupils who struggle with reading. However, the broader reading curriculum lacks a clear sequence, which affects older pupils' reading development and their ability to deepen their understanding across subjects.
Mathematics instruction is well-structured, allowing early years pupils to build a solid foundation. However, this level of clarity is not present in many foundation subjects, where leaders have not clearly defined the knowledge pupils should acquire. This lack of guidance results in inconsistent teaching and inadequate pupil achievement.
Support for pupils with special educational needs and disabilities is effective, with appropriate systems in place to identify their needs. These pupils receive necessary adaptations and support, particularly in mathematics, where learning is broken down into manageable steps. They are fully included in school life.
Pupils learn about health and well-being, but their understanding of values such as tolerance and respect is not yet secure. This is due to incomplete delivery of the planned curriculum. Attendance monitoring lacks rigor, with persistent absence rates remaining high, which negatively impacts learning opportunities for some pupils.
Relationships within the school community are supportive, and parents appreciate the nurturing environment. The staff team is strong, recognizing the efforts of those who have taken on additional responsibilities during leadership transitions.
To improve, the school must enhance its reading curriculum to ensure it is ambitious and sequenced effectively. In foundation subjects, leaders need to refine the curriculum and provide clearer guidance to staff. Governance oversight requires strengthening to ensure a comprehensive understanding of the school’s operations. Attendance monitoring systems should be reviewed to address persistent absence and ensure pupils do not miss critical learning opportunities.
