Storrington Primary School, located in Pulborough, West Sussex, was inspected on 20 to 21 February 2024. The overall effectiveness of the school was rated as good, with specific areas such as the quality of education, behaviour and attitudes, leadership and management, and early years provision also receiving a good rating. Notably, personal development was rated as outstanding. The school had previously been inspected 13 years ago, receiving an outstanding grade under a different inspection framework. The long gap between inspections was due to the school being exempt from routine inspections until November 2020.
The inspection highlighted that pupils benefit from a rich and engaging education that broadens their cultural horizons. The school promotes diversity and equality, with staff actively encouraging pupils to celebrate differences. The SHINE values of being safe, happy, independent, never giving up, and excelling are integral to the school’s ethos, fostering positive attitudes towards learning. Pupils are motivated to work hard and take pride in their achievements.
Behaviour among pupils is generally positive, with a strong emphasis on emotional management from the start of Reception. Tailored support is provided for those who struggle with making appropriate choices, and pupils feel comfortable approaching staff with any concerns. The school offers various leadership opportunities, such as well-being champions and play leaders, allowing pupils to contribute positively to the school community.
The personal development of pupils is exceptional, with a well-designed curriculum that enhances their character and appreciation for diversity. Engaging trips and visitors enrich the educational experience, and additional events are organized for disadvantaged pupils. A wide range of extracurricular activities, including archery and philosophy, ignites pupils' interests and encourages older pupils to serve as role models for younger peers.
The curriculum is ambitious and well-structured, with clear sequencing of content from early years onwards. Staff are responsive to the needs of pupils, making necessary adjustments to the curriculum to ensure effective learning. Strong support is provided for pupils with special educational needs and disabilities, with staff using their expertise to identify and address additional needs promptly.
Staff training is of high quality, equipping teachers with the knowledge to deliver essential content effectively. Vocabulary development is prioritized, starting in Reception, where children learn to articulate their understanding of numbers accurately. Thoughtfully designed tasks help pupils practice their skills, and regular recaps of important content aid in building knowledge over time. While most subjects see effective checks on pupils' understanding, some foundation subjects require improvement in this area to ensure all gaps in learning are addressed.
Reading is a key focus, beginning in Reception with targeted support for language development. The school follows a phonics scheme closely, providing effective assistance for weaker readers. Pupils are encouraged to read books that align with their learning, fostering a love for stories and discussion about significant issues.
Overall, pupils exhibit positive behaviour and attitudes towards learning, supported by a consistent approach to behaviour management. While attendance is generally good, some pupils' attendance needs improvement, and leaders are working to support families in this regard. Leaders at all levels are committed to an inclusive vision, ensuring that pupils remain central to decision-making processes. The governing body actively supports and challenges the school to enhance its performance further. Safeguarding arrangements are effective, ensuring a safe environment for all pupils. The school is encouraged to improve the accuracy of checks on pupils' understanding in some foundation subjects to enhance overall achievement across the curriculum.
