Sheddingdean Community Primary School, located in Burgess Hill, West Sussex, underwent an inspection on February 27 and 28, 2024. The overall effectiveness of the school was rated as requiring improvement, with the quality of education also falling into the same category. However, the school demonstrated good performance in areas such as behavior and attitudes, personal development, leadership and management, and early years provision. The previous inspection in December 2021 also indicated a need for improvement.
The school is characterized by a friendly and welcoming environment where pupils feel safe and supported. Staff members are committed to knowing each pupil well, and there are established routines that promote good behavior. Many parents acknowledge the positive changes made since the last inspection, reflecting a growing confidence in the school's direction.
Despite the school's aspirations for all pupils to achieve highly, including those with special educational needs and disabilities, there are significant challenges in curriculum implementation. Some aspects of the curriculum are not effectively executed, leading to insufficient preparation for the next stages of education. Although there are signs of improvement in pupil achievement, the outcomes at the end of key stage two in 2023 were deemed too low.
Pupils benefit from a variety of extracurricular opportunities, including well-planned trips that enhance their learning experiences. They take pride in leadership roles and contribute positively to the school community through initiatives like the Make Five Pounds Grow project, which encourages entrepreneurial skills.
Since the last inspection, the school has redesigned its curriculum to be more ambitious, aiming to equip pupils with the necessary knowledge and skills for future educational stages. The curriculum is well-structured, particularly in the early years, where it effectively addresses children's starting points and needs. However, there is still work to be done to ensure consistent achievement across the school. Teachers' assessments of pupil learning vary, and there is a need for more effective teaching strategies that build on prior knowledge to address misconceptions.
The teaching of early reading is a priority, but inconsistencies in phonics instruction hinder pupils' progress in reading. The books provided for reading practice do not always align with pupils' abilities, affecting their confidence and fluency in reading.
Behavior in the school is consistently good, supported by high expectations and a calm learning environment. Attendance is improving due to the school's proactive approach in addressing barriers to regular attendance.
The school promotes an understanding of life beyond its community, celebrating cultural and religious events and fostering a sense of belonging among its diverse pupil population. Pupils are educated about e-safety and demonstrate a strong understanding of online safety.
While the school acknowledges that pupil achievement is not yet satisfactory, it has identified the right priorities for improvement and is taking steps to address them. Leadership demonstrates the capacity for further enhancement, and significant changes are already beginning to show positive effects. Governors fulfill their responsibilities effectively and support the school in its improvement journey. Staff feel valued and supported, contributing to a positive working environment.
The safeguarding arrangements in place are effective, ensuring the safety and well-being of all pupils. The school is committed to continuous improvement and is focused on enhancing the educational experience for all its students.
