St James’ CofE Primary School in Coldwaltham, West Sussex, was inspected on July 5 and 6, 2022. The overall effectiveness of the school was rated as requiring improvement, alongside the quality of education and early years provision. However, the behaviour and attitudes of pupils, as well as their personal development, were rated as good. The school previously received a good rating in its last inspection in March 2017.
Pupils express pride in their school and feel that they grow in confidence as they progress through the classes. They appreciate the support from teachers in developing their independence, which prepares them for secondary school. The school environment is nurturing, with pupils feeling safe and cared for. They demonstrate good behaviour and are taught to embody the school values of respect, kindness, honesty, positivity, and teamwork. Pupils report that bullying is not an issue and trust adults to address any concerns they may have.
During break times, pupils enjoy engaging in active and imaginative play, particularly in the well-loved forest school area, which enhances their outdoor learning experiences. Despite the high expectations set by leaders, pupils struggle to articulate their understanding due to the early stages of curriculum planning in most subjects. Additionally, not all pupils can fully access the curriculum, particularly in reading, indicating a need for further improvements.
Recent changes in leadership and staffing have hindered the implementation of necessary improvements. While leaders have a clear vision for high-quality education, the development of the curriculum, especially in foundation subjects, is still in its infancy. Systems to assess pupils' learning and retention of knowledge are not yet established, leading to gaps in understanding. Leaders recognize the need to enhance teachers' knowledge and practice across all subjects to ensure pupils can learn confidently.
The school aims for all pupils to become proficient readers. Although many achieve fluency, some do not. A phonics program is in place, starting in Reception and continuing into key stage one. However, pupils are not consistently corrected when they make mistakes, which hampers their progress. Additionally, books are not always aligned with the phonics taught, preventing effective practice.
Efforts are made to build strong relationships with pupils with special educational needs and disabilities (SEND) and their families. However, the identification of individual needs is not consistently precise, leading to inadequate planning for learning. Leaders are focusing on improving this aspect to ensure all pupils receive the necessary support.
In Reception, children enjoy engaging learning experiences, and staff adapt activities to their interests. However, the planning of the foundation areas of learning lacks coherence, which may hinder children's knowledge as they transition to key stage one. The school excels in supporting pupils' personal development, teaching them to form kind relationships and take on responsibilities. Pupils participate in various clubs and activities that inspire them.
The inclusive environment fostered by leaders promotes respectful and calm interactions among pupils, who take pride in their work and demonstrate resilience in their learning. Governors are knowledgeable about the school and provide constructive challenges to leaders. The safeguarding arrangements are effective, with staff trained to respond promptly to concerns, ensuring pupils' safety and well-being.
To improve, leaders must ensure the planned curriculum is effectively taught to address knowledge gaps. The early years curriculum needs coherent mapping across learning areas to prepare children for key stage one. The phonics program requires consistent delivery, ensuring pupils read books that match their phonics knowledge. Additionally, precise identification of SEND needs must be prioritized to support all pupils effectively.
