On December 3, 2020, Ofsted conducted a visit to Petworth Church of England Primary School as part of its efforts to understand how schools are managing the return to full education following the disruptions caused by the COVID-19 pandemic. This visit was not an inspection, and no graded judgments were made. Instead, it aimed to gather insights into the school's operations during the autumn term of 2020. The visit involved discussions with the headteacher, John Galvin, and the deputy headteacher, but did not include conversations with pupils due to health and safety measures in place.
The context of the visit was shaped by the ongoing challenges faced by schools in England as they adapted to the new educational landscape post-lockdown. Ofsted's Chief Inspector is leading this initiative to assess how schools are addressing the educational needs of students after an extended period of remote learning. The visit to Petworth Church of England Primary School was part of a broader effort that included approximately 1,200 schools across various categories, including maintained schools, academies, and special schools.
During the visit, it was noted that since the beginning of the term, about one-third of pupils had to study from home for a limited time. The school has maintained its usual curriculum, with the exception of French for Year 6 pupils, which has been temporarily paused. The headteacher indicated that adaptations had been made to practical aspects of some subjects, with a goal to return to the full curriculum by summer 2021, if not sooner.
Teachers have been actively assessing pupils' knowledge in key areas such as reading, writing, and mathematics. These assessments revealed that students require additional support in vocabulary, grammar, punctuation, and handwriting. In response, teachers are providing opportunities for practice across various subjects. Phonics and reading have been prioritized, with adjustments made to phonics teaching to help pupils catch up on missed learning. Across all year groups, additional reading opportunities are being offered to rekindle students' enthusiasm for reading.
In mathematics, the school has implemented a whole-school focus on enhancing pupils' understanding of numbers. Younger students are being supported in securing their knowledge of number bonds, while older pupils are working on improving their recall of mathematical facts, including times tables. Teachers are also helping students develop their reasoning skills in mathematics.
In the wider curriculum, teachers have reviewed the knowledge and skills that pupils have missed and adapted their planning accordingly. For pupils unable to attend school, printed materials are provided that reflect the learning taking place in the classroom. In cases where a bubble needs to self-isolate, the school has plans to deliver online learning, including daily live lessons.
The visit concluded without any significant concerns being identified, and the information gathered will contribute to Ofsted's national reporting, which aims to inform the government and the education sector about the current state of education in England. The insights shared by the school will play a role in shaping future educational policies. The letter summarizing the visit will be published on the Ofsted website, ensuring transparency and communication with parents and the wider community.
