Aldingbourne Primary School, located in Westergate, Chichester, West Sussex, has been recognized as a good school following its inspection on March 29 and 30, 2022. The school fosters an environment where pupils are eager to start their day, with teachers making lessons engaging and stimulating. Parents of Reception children report that their children quickly adapt to school routines and show enthusiasm for learning. Throughout the school, students demonstrate focus and attentiveness during lessons, contributing to a positive learning atmosphere.
The staff at Aldingbourne Primary School treat pupils with respect and kindness, and this is reciprocated by the students, who are consistently polite and considerate. The school promotes high standards of behavior, and pupils respond by behaving exceptionally well. Key stage two pupils take pride in their friendly school environment, and both staff and parents report minimal incidents of bullying, with school records supporting this claim. Pupils feel comfortable reporting any concerns, trusting that the adults in the school will address them appropriately.
The leadership team is committed to ensuring that all pupils reach their potential across the curriculum. Pupils enjoy their learning experiences, which are enriched by meaningful activities such as educational visits and guest speakers. The school offers a variety of after-school clubs, drama productions, and sporting events, providing ample opportunities for students to engage beyond the classroom.
Aldingbourne Primary School prioritizes reading, with a strong emphasis on phonics from the very first days of Reception. Teachers effectively use assessments to identify the next steps for pupils, allowing them to practice frequently and develop fluency in reading. As pupils progress to key stage one, they read books that are well-suited to their abilities, fostering independence. When gaps in learning are identified, teaching assistants provide additional support until pupils achieve success. The school’s robust reading strategies also help identify any emerging special educational needs and disabilities, with staff collaborating closely with parents and the school’s coordinator to implement effective strategies.
Classrooms are rich in language and vocabulary, with teachers introducing a diverse range of texts. Key stage two pupils express that studying their class books enhances their writing skills, as they learn from various authors. Following the disruptions caused by the COVID-19 pandemic, teachers adapted the English curriculum to address gaps in grammar and spelling, and pupils are confident in their progress.
In mathematics, Reception children develop a fascination with numbers through well-resourced activities that build their understanding. This foundation supports their learning as they advance through the school, with teachers ensuring that pupils develop number fluency, preparing them to tackle mathematical problems by Year 2.
The curriculum is designed to engage pupils effectively, and those with special educational needs participate fully in all school activities. The learning experiences in Reception lay a solid groundwork for the varied subjects encountered in key stage one. Teachers spark pupils’ interest through motivating topics, and students respond positively to active learning opportunities, such as role play and independent exploration. However, some foundation subjects are not as thoughtfully planned, leading to an overload of information in certain topics. For instance, in key stage two history, while pupils learn extensively about the Victorians, they struggle to grasp the significance of this period in historical context.
In some subjects, teachers do not always select the most effective activities to assess pupils' knowledge and retention, which hinders their ability to deepen understanding. The disruptions from the pandemic have slowed curriculum developments, but efforts to implement necessary improvements are underway. Governors are actively collaborating with leaders to monitor the quality of education provided.
Teachers play a crucial role in supporting pupils’ personal development, and their conduct reflects the quality of staff engagement. Positive attitudes are cultivated from the Reception class, where children learn the importance of cooperation. As pupils progress, they become more thoughtful and sensitive to diversity and the needs of others. They learn about fairness and justice, taking an interest in their communities and contributing through charitable efforts. Opportunities for physical activity are abundant, and pupils take pride in representing their school. Their time culminates in a residential week filled with adventurous activities.
The school’s safeguarding arrangements are effective, with leaders and staff understanding their responsibilities to keep pupils safe. Appropriate recruitment checks are conducted, and regular training ensures staff are aware of potential risks. Concerns are reported to designated leaders, who make informed decisions about necessary actions. Leaders maintain oversight of vulnerable pupils, collaborating with parents and external agencies to provide needed support.
While the school is performing well, leaders recognize that the curriculum requires further refinement in certain subjects to ensure coherent knowledge building. Monitoring efforts are essential to strengthen the curriculum, enabling pupils to learn and retain more effectively.
