Ocklynge Junior School, located in Eastbourne, East Sussex, underwent an inspection on April 26 and 27, 2022. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education and leadership and management also receiving a similar rating. However, the school demonstrated good performance in behavior and attitudes, as well as personal development. This was the first inspection under section five of the Education Act 2005, as the school had not been previously inspected.
Pupils at Ocklynge Junior School feel safe and included within a friendly community. They engage positively with each other and staff, contributing to a calm environment. The school has effective measures in place to address bullying, ensuring that incidents are dealt with promptly. Pupils take on various responsibilities, such as eco-warriors and peer mediators, which they find exciting. They also enjoy a wide range of after-school clubs, including dance, choir, tri-golf, and kickboxing. The school encourages pupils to use their democratic voice to effect positive change, such as fundraising for local charities and enhancing the school’s ecosystem.
While school leaders are ambitious for pupil achievement, their strategies for improving educational quality are not sufficiently clear or established. Consequently, many pupils do not learn as much as they should across various subjects. A significant number of weaker readers struggle to achieve fluency and comprehension. Leaders are actively working to improve the school, with a broad and balanced curriculum in place. Pupils study all subjects, and staff provide engaging experiences that enhance learning. In English and mathematics, teachers effectively support pupils with special educational needs and disabilities, but the sequencing of the curriculum in many subjects is lacking. This results in pupils not achieving their full potential.
Teachers' training in delivering all subjects is inconsistent, leading to gaps in pupils' understanding of key concepts. For instance, in subjects like history and science, pupils find it challenging to connect their learning due to unclear expectations from teachers. Although pupils enjoy reading and are eager to discuss their books, the phonics program is not uniformly effective, with some staff not delivering it properly. Additionally, the books provided do not always align with the phonics lessons, hindering pupils' reading development.
Relationships between staff and pupils are built on mutual respect, and attendance is generally good. However, some staff feel overwhelmed by the number of initiatives introduced by leaders and express a need for clearer communication regarding expectations. The school’s values promote personal development, emphasizing responsibility, resilience, reflection, and respect. Pupils learn about various faiths and cultures, preparing them for life in modern Britain.
Governors are aware of the school's strengths and areas for improvement but recognize the need for sharper monitoring of the curriculum. They have previously not challenged leaders effectively regarding educational quality. The safeguarding arrangements at the school are effective, with leaders taking appropriate actions to ensure pupil safety. Staff are well-trained and informed about local risks, enabling them to support vulnerable pupils effectively.
To improve, the school must focus on clearly identifying essential knowledge in foundation subjects and ensuring that all staff are well-trained in phonics instruction. Additionally, enhancing communication among staff and ensuring that governors hold leaders accountable for educational quality are crucial steps for the school’s development.
