Ofsted conducted a short inspection of Bolney CofE Primary School on 5 July 2019, following its previous judgment of good in December 2015. The inspection confirmed that the school continues to maintain a good quality of education. The leadership team, under Mrs. Lorraine Kenny, has effectively worked with staff, pupils, and governors to establish a clear and ambitious vision for the school. The school’s values of honesty, respect, resilience, and love are well understood and demonstrated by pupils, who show exceptional care for one another and take pride in their school.
Parents express overwhelming support for the school, particularly appreciating its ethos and community focus. The leadership has implemented a rigorous appraisal system for staff, leading to increased accountability for pupil progress. This has been particularly effective in addressing previous dips in pupil outcomes, especially in writing, spelling, grammar, and mathematics. New initiatives have resulted in substantial improvements in the progress and attainment of current pupils.
Governance has improved significantly, with governors actively involved in self-evaluation and understanding the quality of teaching and learning. Subject leaders are becoming more confident in their roles, although further development is needed to strengthen monitoring systems and ensure improvement plans have clear targets. The school has made strides in developing the wider curriculum, particularly in subjects like science, physical education, and computing, but recognizes the need for further enhancement in other foundation subjects.
Safeguarding measures are effective, with robust arrangements in place that all staff understand and adhere to. The school is proactive in ensuring pupil safety, with a strong focus on attendance and thorough recruitment checks. Pupils feel safe and supported, and their behavior is commendable both in lessons and during playtime.
The inspection focused on safeguarding effectiveness, pupil attendance and behavior, and achievement in reading, writing, and phonics in key stage 1. Following a dip in attainment in 2018, the leadership team identified causes and implemented successful actions that led to a significant rise in pupil outcomes. This year, attainment in reading, writing, mathematics, and phonics has returned to previous high standards. The introduction of structured teaching and learning needs for each year group has been beneficial, with rigorous pupil progress meetings ensuring timely support for individual needs.
Reception children are developing rapidly due to highly effective teaching, with almost all reaching a good level of development. The school has prioritized improving writing outcomes, which are now showing rapid improvement due to effective teaching strategies and increased opportunities for independent writing across the curriculum.
Governors are well-informed and involved in monitoring development planning, benefiting from training on subject leadership and pupil performance. The role of subject leaders is developing well, although there is still work to be done to enhance their skills across a wider range of subjects. Parents appreciate the school’s values and the care their children receive, highlighting the school’s role in the community. The school provides varied and exciting learning experiences, with pupils engaging enthusiastically in cross-curricular activities. Overall, while the school has made significant progress, there is recognition of the need for ongoing development in subject-specific skills and knowledge.
