Leechpool Primary School, located in Horsham, West Sussex, underwent an inspection on June 12 and 13, 2024. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education, behaviour and attitudes, and leadership and management also receiving a similar rating. However, personal development and early years provision were rated as good. The previous inspection had rated the school as good, indicating a decline in performance.
Pupils at Leechpool Primary School benefit from a variety of opportunities that enhance their understanding of the world. They are open-minded and appreciate experiences that expose them to different cultures. The school fosters a sense of pride among pupils, particularly through their roles as pupil leaders and participation in various clubs that nurture their talents and interests. However, behaviour among pupils is inconsistent. While younger pupils display positive interactions during breaks, older pupils do not always show the same level of respect towards their peers. Although the school dog, Mabel, provides emotional support, some pupils feel that their concerns are not adequately addressed by staff.
The quality of education varies across subjects. In certain areas, the school demonstrates a clear ambition for learning, leading to positive outcomes for pupils. For instance, pupils excel in music, regularly composing and performing complex pieces, and they take pride in their achievements in physical education. However, the overall learning experience is inconsistent, leading to variable outcomes across the curriculum.
In the early years, children receive a strong foundation, with a well-designed curriculum that prepares them for Year 1. They exhibit excellent listening and communication skills and collaborate effectively. The school promptly identifies and supports children with special educational needs and disabilities, fostering positive attitudes towards learning.
In contrast, the curriculum for older pupils is ambitious but lacks coherence in some subjects. While reading and mathematics have a sequenced curriculum, other foundation subjects do not clearly identify key knowledge, resulting in inconsistent learning progression. The implementation of the curriculum is also variable, with some subjects taught effectively while others suffer from a lack of clarity and oversight. This inconsistency affects pupils' understanding, particularly for disadvantaged students.
Pupils generally have a strong start in reading, benefiting from a structured phonics program that leads to high achievement in phonics screening checks. However, the teaching of reading for older pupils lacks coherence, impacting their overall reading proficiency.
Behaviour management across the school is inconsistent, leading to disruptions in learning. The school has not effectively promoted positive behaviour, which affects the learning environment. Attendance rates are generally above average, but disadvantaged pupils' attendance is notably lower, hindering their learning opportunities.
The school prioritizes personal development, providing pupils with essential life skills, including online safety and mental health awareness. Collaborations with local authorities enhance the curriculum, particularly in teaching sensitive topics.
Despite the strengths in personal development and early years provision, the school has not sufficiently challenged itself to improve. While staff feel supported, the effectiveness of training and its impact on pupil learning needs further evaluation. The safeguarding arrangements are effective, ensuring a safe environment for pupils.
To improve, the school must refine its curriculum design, ensuring clarity in knowledge and skills across all subjects. Consistent behaviour management strategies should be implemented to minimize disruptions. Additionally, efforts to improve attendance, particularly for disadvantaged pupils, must be intensified to ensure all students are prepared for their next educational stages. The school’s oversight of improvement initiatives needs to be more precise to accurately assess their impact on pupil outcomes.
