St Leonard’s Church of England Primary Academy, located in St Leonards-on-Sea, East Sussex, underwent an inspection on 19 and 20 October 2021. The overall effectiveness of the school was rated as good, reflecting significant improvements since the previous inspection, which had identified the school as requiring improvement. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision were all rated as good.
Pupils express a strong fondness for their school, appreciating the support and dedication of their teachers. They find the learning environment engaging and challenging, which motivates them to perform their best. The school fosters a sense of happiness and safety among students, with reports of minimal bullying and prompt resolution of any issues that arise. The behavior of pupils is commendable, aligning with the school’s values of safety, respect, determination, and faithfulness, all underpinned by a strong Christian ethos that promotes mutual respect and kindness.
Teachers have raised their expectations for student achievement, and pupils have responded positively to these challenges. Parents and carers are highly satisfied with the school’s offerings, noting the commitment of staff to the academic, social, and emotional development of the children. The school has made strides in curriculum development, ensuring that teachers are clear about what to teach and why, which has led to improved knowledge retention among pupils.
The school has also focused on enhancing reading skills, starting from the early years. Reception children are introduced to letters and sounds early on, with high expectations set for their progress. This approach continues into key stage one, where most pupils become proficient readers by the end of Year 2. The introduction of a new reading program in key stage two has broadened the selection of books available to pupils, fostering a love for reading and encouraging discussions about literature.
While the school has made significant progress, there are areas for improvement. Leaders need to ensure that the curriculum is adequately designed to meet the needs of all pupils, particularly those with special educational needs and disabilities. There is variability in how well teachers adapt learning for these pupils, and further guidance and training are necessary to enhance their expertise in this area. Additionally, subject leaders require further development to ensure consistent high standards in teaching and learning across the curriculum.
The school’s commitment to the holistic development of pupils is evident through various extracurricular activities, including sports and clubs. Pupils take pride in representing the school and engage enthusiastically in activities, demonstrating confidence and politeness. The leadership team, including the executive headteacher, has effectively guided the school through a period of rapid improvement, with strong support from governors and the trust.
Safeguarding measures are robust, with a culture of vigilance established through regular training and clear reporting systems. Staff are attentive to the well-being of pupils, and leaders collaborate effectively with families and external agencies to provide necessary support. Overall, the school is on a positive trajectory, with a strong foundation for continued growth and development.
