Heene CofE Aided Primary School, located in Worthing, West Sussex, underwent an inspection on April 5 and 6, 2022, which resulted in an overall effectiveness rating of inadequate. The quality of education was also deemed inadequate, while behavior and attitudes, personal development, leadership and management, and early years provision were rated as requiring improvement. The school has previously received a grade of requires improvement in its last inspection in July 2018.
The inspection revealed that the quality of education at Heene is not meeting the necessary standards for many pupils. Staff expectations for students with special educational needs and disabilities are inaccurate, leading to inadequate educational preparation for their future success. While most pupils enjoy attending school and find their peers to be kind and friendly, low-level disruptions from some students hinder the learning experience for others. Although pupils participate in various activities, including sports tournaments and a signing choir, the curriculum does not consistently foster resilience and independence.
Pupils reported a decrease in bullying incidents since the current leadership took over, and they feel safe and confident in raising concerns. However, they sometimes do not receive the necessary support. The leadership team has made efforts to improve the quality of education since their appointment in September 2021, but significant weaknesses remain. The curriculum is currently under revision, with improvements noted in English and mathematics, but clarity is lacking in other subjects regarding what knowledge should be taught.
Recent changes have enhanced the identification and support for pupils with special educational needs, particularly in Reception. However, the impact of these changes has been limited across the school, with some staff not utilizing this information effectively. Consequently, some pupils with special educational needs struggle to engage in lessons, leading to behavioral issues and poor achievement.
The school has introduced a new phonics program, but not all staff have received adequate training to implement it effectively. This has resulted in some pupils falling behind in reading, which affects their performance in other subjects. While there have been improvements in behavior due to new expectations, not all pupils demonstrate the respect and resilience expected.
Governors have played a crucial role in guiding the school through a challenging period and have undertaken training to enhance their skills. They have ensured the appointment of a new headteacher for September and have improved key aspects of safeguarding. However, some areas of governance, such as accountability for the effective use of additional funding, remain weak.
Staff generally express positive sentiments about working at the school, acknowledging the need for change and recognizing that improvements are underway. They appreciate the consideration given to their workload alongside the drive for school improvement. The safeguarding arrangements are effective, with leaders prioritizing the safety of pupils and ensuring timely support for families in need.
To improve, the school must ensure that teaching staff are equipped to support pupils with special educational needs effectively. A well-sequenced curriculum needs to be developed across all subjects, and assessment processes should be strengthened to help teachers understand what pupils have learned. Additionally, all staff should receive training to deliver the phonics program effectively, and efforts should be made to foster respect, resilience, and independence among pupils as they progress through the school.
