St John’s Meads Church of England Primary School, located in Eastbourne, East Sussex, was inspected on 12 to 13 March 2024. The overall effectiveness of the school is rated as requiring improvement, with specific areas such as the quality of education and leadership and management also needing improvement. However, the school demonstrates good performance in behavior and attitudes, as well as in personal development, while early years provision is rated as good.
The headteacher, Katherin Weeks, leads the school, which is part of the Diocese of Chichester Multi Academy Trust. The trust is overseen by a board of trustees chaired by Luke Irvine-Capel, with Mark Talbot serving as the chief executive officer. The school has a strong focus on the emotional well-being of its pupils, creating a safe and caring environment where students feel valued. Pupils exhibit positive behavior and demonstrate respect towards each other and adults, contributing to a calm atmosphere conducive to learning.
The school has high expectations for all pupils, including those with special educational needs and disabilities. In the early years, children receive effective support, leading to good outcomes. However, the ambition for learning is not consistently realized throughout the rest of the school, with variations in teaching quality across different subjects. This inconsistency affects pupils' retention of knowledge and skills, leading to uneven academic performance.
Pupils benefit from a broad curriculum that includes opportunities to explore different cultures and experiences, fostering open-mindedness and community involvement. They take pride in their roles as pupil leaders, engaging in activities such as leading assemblies and supporting younger students. The school emphasizes the importance of personal development, helping pupils understand diverse perspectives through carefully selected resources and community interactions.
While the curriculum is well-structured and ambitious, there are areas for improvement. Staff sometimes design tasks that do not align with the planned curriculum, and the assessment of pupils' understanding is not always accurate. This results in gaps in knowledge retention. Although some pupils with special educational needs receive effective support, this is not consistent across the board. Recent performance data indicates that while pupils achieved above the national average in mathematics and writing in key stage two in 2023, current achievement levels are less robust.
Reading is prioritized within the school, with older pupils following a structured reading program. However, the provision for younger pupils lacks consistency, impacting their reading fluency and accuracy. Staff training in phonics has occurred, but the quality of teaching varies, and adherence to the reading program is not rigorously monitored.
Pupils demonstrate kindness and respect, with positive interactions during playtime. They are equipped to resolve conflicts sensibly and know when to seek adult assistance. The school’s commitment to personal development is evident, as pupils engage with local community figures and learn about diversity, preparing them to be well-rounded citizens.
Despite the strengths in personal development and pupil behavior, the school’s overall ambition has not yet been fully realized. Leaders are dedicated to improvement, but recent staffing challenges have hindered progress. Governance has not provided sufficient oversight to ensure that the school meets its educational goals effectively. The school must focus on enhancing the consistency of reading instruction and ensuring that teaching builds on pupils' prior knowledge to improve overall learning outcomes.
