Ofsted conducted a short inspection of Marsham Primary School on 8 January 2019, following its previous judgment of good in April 2015. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team has effectively implemented structured improvement plans based on thorough evidence gathered from various sources, including teaching quality checks and discussions about pupil progress. The school has addressed previous areas for improvement, particularly in mathematics, and demonstrates a commitment to ongoing enhancement.
Marsham Primary School is characterized as a small, welcoming institution that fosters a nurturing environment for its pupils. Students expressed a strong sense of community, emphasizing that they feel like friends within the school. The leadership team collaborates well with staff and governors, who are equally ambitious for the pupils' success. The governors provide effective support and challenge, ensuring they have the necessary information to make informed decisions regarding the school's operations.
Pupil behavior is commendable, with students speaking highly of their teachers and the support they receive. The school has successfully encouraged pupils to develop independent thinking skills when faced with challenges. Teaching is tailored to meet the diverse needs of mixed-age classes, resulting in a broad and engaging curriculum that includes various subjects and extracurricular activities. Parents and carers have expressed overwhelming satisfaction with the school, with all respondents to the Parent View questionnaire indicating they would recommend it to others.
Safeguarding measures are robust, with the leadership team ensuring that all aspects are meticulously addressed. Staff undergo regular training, which positively impacts their practice. The school effectively communicates safeguarding information to parents, enhancing the overall safety of the environment. Pupils are well-informed about online safety and feel confident discussing any concerns with adults.
The inspection focused on several key areas, including the progress of disadvantaged pupils, reading and writing standards, and the effectiveness of mathematics instruction. While disadvantaged pupils are receiving support, some still face challenges in making the expected academic progress, particularly in the early years and key stage one. Attendance issues among a small number of disadvantaged pupils are being addressed through engagement with parents.
In terms of reading and writing, the school has made significant improvements under the leadership of a new English subject leader. Changes in teaching methods have revitalized the approach to these subjects, leading to better progress, especially in writing. However, some pupils lack reading materials that align closely with their phonics skills, hindering their home practice and overall reading development.
Mathematics instruction has also seen improvements, with leaders analyzing previous outcomes and implementing changes to enhance pupil fluency and understanding. Staff training is ongoing to ensure all educators are equipped to teach mathematics effectively. The school is focused on addressing any misconceptions from previous years to support pupils' mathematical development.
Moving forward, the school leadership and governance should prioritize ensuring that reading materials are well-matched to pupils' phonics skills and improve attendance for disadvantaged pupils. Additionally, more targeted support for disadvantaged pupils in the early years and key stage one is necessary to enhance their academic progress. The inspection findings highlight the school's strengths while also identifying areas for continued growth and improvement.
