West Hoathly CofE Primary School, located in West Sussex, recently underwent an inspection on October 3 and 4, 2023. The overall effectiveness of the school was rated as requiring improvement, a significant decline from its previous inspection grade of good. The quality of education, behavior and attitudes, leadership and management, and early years provision were all assessed as requiring improvement, while personal development was rated as good.
Pupils at West Hoathly enjoy attending the school, feeling cared for and secure within its small community. They are enthusiastic about their roles, such as house captains and buddies for younger students, demonstrating the school’s values of love, hope, and forgiveness. However, despite the positive environment, the report highlights that pupils do not achieve to their full potential due to inconsistencies in teaching. Lessons often do not meet the varied needs of students, leading to a loss of concentration when the work is either too easy or too difficult. The school’s expectations for pupils to be resilient and resourceful are not being realized in practice.
Behavior among pupils is generally calm, and they treat each other kindly, showing respect towards their teachers. The school has experienced significant changes, and leaders are committed to raising standards. They are working diligently to improve the quality of education, supported by the local authority and the Diocese of Chichester. A coherent curriculum has been developed, but the implementation of this curriculum is still a work in progress. Assessment practices are inconsistent, making it difficult to identify gaps in pupils’ learning effectively. This inconsistency affects pupils' ability to connect new learning with prior knowledge, leading to disengagement.
Pupils with special educational needs and/or disabilities are identified early, but the support they require is not consistently provided, hindering their access to the curriculum. The teaching of early reading has not been prioritized, and staff lack the necessary subject knowledge to deliver the phonics curriculum effectively. Consequently, pupils struggling with reading do not receive adequate support to become fluent readers, which impacts their ability to engage with the key stage two reading curriculum.
Pupils are educated about equality and the protected characteristics, and they learn how to maintain their health and well-being. They reflect on the school’s values through spiritual journaling and participate in religious festivals, enhancing their understanding of different faiths. However, the governing body lacks clarity in its strategic role, which limits its ability to hold school leaders accountable for educational quality.
The report emphasizes the need for the school to improve its assessment practices to identify learning gaps promptly. It also calls for a more consistent and systematic approach to teaching phonics to support early readers effectively. Additionally, the governing body must enhance its effectiveness in challenging school leaders regarding educational quality. The arrangements for safeguarding are noted as effective, ensuring the safety and well-being of pupils. Overall, while the school has a caring environment and a commitment to improvement, significant work is needed to enhance the quality of education and support for all pupils.
