Carlton Hill Primary School
Headteacher: Ms Louise Willard Ba Hons, Pgce
reveal email address
School holidays for Carlton Hill Primary School via Brighton and Hove council
210 pupils capacity: 101% full
110 boys 52%
105 girls 49%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 531652, Northing: 104453
- GPS coordinates
- Latitude: 50.825, Longitude: -0.1322
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- March 5, 2014
- Region › Const. › Ward
- South East › Brighton, Kemptown › Queen's Park
- Urban > 10k - less sparse
- Free school meals %
- 0.1 miles Tarnerland Nursery School BN20GR (100 pupils)
- 0.1 miles The School House BN20GW
- 0.2 miles Royal Spa Nursery School BN20BT (78 pupils)
- 0.3 miles Queen's Park Primary School BN20BN (414 pupils)
- 0.3 miles City College Brighton and Hove BN14FA
- 0.4 miles Coleman Street Annexe BN22SQ
- 0.4 miles Sussex Tutorial College BN21PG
- 0.5 miles Middle Street Primary School BN11AL (246 pupils)
- 0.5 miles St Luke's Primary School BN29ZF (626 pupils)
- 0.5 miles St Luke's Infant School BN29ZF
- 0.5 miles St Bartholomew's CofE Primary School BN14GP (199 pupils)
- 0.5 miles St Paul's CofE Primary School and Nursery BN13LP (227 pupils)
- 0.5 miles Brighton College BN20AL (1055 pupils)
- 0.5 miles Bellerbys College Brighton BN14LF (872 pupils)
- 0.5 miles Bevendean Junior School BN23JP
- 0.5 miles Bevendean County Infant School BN23JP
- 0.6 miles St George's House BN13JA
- 0.6 miles Hamilton Lodge School for Deaf Children BN20LS (64 pupils)
- 0.6 miles Brighton College Prep School BN20EU (301 pupils)
- 0.6 miles Hawkhurst Court Dyslexia Centre BN22AG
- 0.7 miles Primary Annexe BN23ES
- 0.7 miles Elm Grove Primary School BN23ES (432 pupils)
- 0.7 miles St John the Baptist Catholic Primary School BN20AH (209 pupils)
- 0.7 miles St Mary Magdalen Catholic Primary School BN13EF (251 pupils)
Ofsted report transcript
Carlton Hill Primary School
Sussex Street, Brighton, BN2 9HS
|Inspection dates||5–6 March 2014|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Pupils make good progress in all subjects |
Pupils’ results in reading at the end of Key
Much teaching is at least good and some is
The school makes very good use of support
from the time they enter the school.
Stage 2 are particularly high.
outstanding across the school. Pupils learn
well during the large majority of lessons
because their teachers and teaching
assistants communicate clearly and know
their subjects well.
staff and volunteers to ensure that pupils,
including pupils who need extra help, learn
| Pupils are keen to learn. They are proud of |
The school teaches pupils about e-safety very
Leadership is good because the high
their achievements and the school. They are
courteous and behave well towards one
another. Pupils feel safe and well looked after
expectations of the headteacher, other leaders
and governors have led to swift improvements
to pupils’ results and to teaching.
| Not enough more able pupils achieve the |
higher levels in mathematics at the end of
Key Stage 2.
| The school does not yet clearly track the |
progress of different groups of pupils.
|Inspection report:||Carlton Hill Primary School, 5−6 March 2014||2 of 9|
Information about this inspection
- The inspectors saw teaching in every class. They observed one assembly, 12 lessons and pupils’
behaviour in the playground and at lunchtime. Seven lessons were observed jointly with either
the headteacher or an assistant headteacher.
- Discussions were held with pupils, the Chair and six other members of the Governing Body, the
headteacher and other members of staff.
- The inspectors observed many aspects of the school’s work, including supervision and support
for pupils who need extra help. They heard pupils read and examined pupils’ work in their
exercise books and on classroom and corridor wall displays.
- The inspectors looked at a number of documents, including plans for what pupils will learn in
each subject, plans for the school’s future development, and the school’s use of additional
funding such as sports and pupil premium funding. The school’s arrangements for keeping pupils
safe, pupils’ attendance records, minutes of governing body meetings, records of how pupils’
learning is tracked and records of the quality of teaching were also checked.
- The views of parents were taken into account through taking note of the 53 responses to the
online Parent View survey and seven letters that were submitted. There were also discussions
with several parents.
- Staff views were taken into consideration by looking at questionnaires completed by 28 staff
members and through discussions with several members of staff.
|Steven Popper, Lead inspector||Additional Inspector|
|Elizabeth Cole||Additional Inspector|
|Joyce Lydford||Additional Inspector|
|Inspection report:||Carlton Hill Primary School, 5−6 March 2014||3 of 9|
Information about this school
- The school is smaller than the average-sized primary school.
- The school meets the government’s current floor standards, which set the minimum expectations
of pupils’ attainment and progress.
- The proportion of pupils who are eligible for additional government funding, known as the pupil
premium, is higher than the national average. This extra money is provided for children in local
authority care, children with a parent in the armed services and those known to be eligible for
free school meals.
- The proportion of disabled pupils and those with special educational needs supported through
school action is below average, while the proportions of pupils supported through school action
plus and those with statements of special educational needs are well above average. Some
pupils have speech, language and communication needs, while others have behavioural,
emotional and social difficulties or other needs.
- The majority of pupils are of White British heritage, with the rest representing a wide range of
other ethnic groups.
- The number of pupils joining or leaving the school other than at the usual times is higher than in
most other schools.
What does the school need to do to improve further?
- Improve achievement in mathematics by ensuring that
a greater number of more able pupils attain at the higher levels at the end of Key Stage 2.
- Ensure that the school carefully tracks the progress of different groups of pupils and uses this
information to inform the school’s planning for these groups.
|Inspection report:||Carlton Hill Primary School, 5−6 March 2014||4 of 9|
|The achievement of pupils||is good|
- Pupils’ results at the end of Key Stage 1 and Key Stage 2 improved sharply in 2013. All pupils
and groups of pupils, including pupils eligible for additional funding (pupil premium), pupils from
different ethnic groups, those who joined the school at other than the normal time, disabled
pupils and those with special educational needs, make good progress across the school.
- Pupils’ results in reading and writing at the end of both Key Stage 1 and Key Stage 2 are higher
than in most other schools. Results in reading at the end of Key Stage 2 are particularly high.
- Pupils’ results in mathematics are higher than national averages at the end of Key Stage 1.
However, despite improving strongly, too few more able pupils reach the higher levels at the end
of Key Stage 2.
- Children enter the Early Years Foundation Stage with skills that are much lower than typical for
their age. They make good progress and leave the Reception class well prepared for Year 1.
- The school’s most recent results of national screening in phonics (linking letters to the sounds
they make) in Year 1 are just slightly lower than in most other schools and reflect the low
starting points of many pupils.
- The gap in progress between pupils eligible for additional funds (pupil premium) and other pupils
is being closed successfully by the school. There is a gap in performance of about one term at
the end of Key Stage 2 in both English and mathematics. This is a narrower gap than in previous
- An overwhelming majority of parents who offered an opinion expressed positive views about
their children’s progress.
|The quality of teaching||is good|
- Teaching across the school is good. Improved teaching has led to better results and ensures that
pupils make good progress in all subjects. This is the key reason why the quality of teaching is
- Teachers typically have high expectations of pupils’ learning and progress. They ensure that
pupils focus on their activities and produce thoughtful work.
- Teachers know their subjects well. Pupils are interested in their lessons and their understanding
develops strongly as a result.
- Teachers typically offer a high level of challenge to pupils, but in previous years those who were
more able in Key Stage 2 in mathematics were not challenged sufficiently. However, evidence
seen during the inspection shows that all pupils are now fully stretched in all lessons and those
who are more able are now fulfilling their potential. As one pupil commented, ‘We all do
different work because we are all at different stages and I enjoy pushing myself to do the best I
- The school makes very good use of support staff and volunteers to ensure that pupils, including
pupils who need extra help, learn well.
- Pupils are given clear verbal advice and guidance about how to improve their work and know
what their targets are.
- Teaching in the Early Years Foundation Stage enables children to develop basic skills quickly and
make good progress. The resources in both the inside and outside classrooms are attractive and
well used. Children work with high levels of concentration and a sense of purpose as a result.
- An overwhelming majority of parents who offered an opinion thought that their children were
|Inspection report:||Carlton Hill Primary School, 5−6 March 2014||5 of 9|
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. Pupils are keen to learn and are proud of their work, their
achievements and their school. Their positive attitudes to learning contribute to the good
progress that they make.
- Pupils’ conduct in lessons, in the playground, during lunchtime and when travelling around the
school is good. They work and play co-operatively and are friendly and courteous to each other.
Pupils from different ethnic groups mix well together.
- When pupils talked to inspectors about bullying they had a sensible understanding about the
subject. They felt that there was very little poor behaviour in the school, and that staff would
deal with any incidents effectively and fairly.
- Staff have consistently high expectations of pupils’ behaviour and manage it well. The school has
supported some pupils in difficult circumstances and has helped them to improve their
- Attendance has improved over time and is now in line with national expectations. This is because
of the school’s good relationships and successful work with parents. However, the persistent
absenteeism of a few pupils is worse than in most other schools. This is a key reason why
behaviour and safety are not outstanding.
- The school’s work to keep pupils safe and secure is good. Pupils know how to keep themselves
safe in different situations. The very well-resourced grounds are safe and pupils using them are
supervised properly. The school teaches pupils about e-safety very well, and pupils know how to
avoid danger when online. Pupils who talked to the inspectors said that they felt safe and
understood how to keep themselves safe.
- An overwhelming majority of parents who expressed an opinion thought that behaviour in the
school was well managed, that the school dealt effectively with bullying, and that their children
were happy and well looked after in school.
|The leadership and management||are good|
- The headteacher, leadership team and governors have high aspirations for the school. The
headteacher and leadership team have established consistently high expectations among
teaching staff and pupils. These high expectations have resulted in pupils making good progress.
- There have been strong improvements overall to the quality of teaching and pupils’ results,
particularly in English. However, these strong expectations have not yet resulted in sufficient
pupils achieving consistently well enough in mathematics. Leaders have only relatively recently
introduced strategies to bring about improvements to ensure all pupils are fully stretched in
lessons. As a result these strategies have not yet had time to make a sufficient impact on pupils’
- Senior and middle leaders work well together as a team. They monitor the quality of teaching
and pupils’ progress in their subjects and areas of responsibility. Subject leaders lead training for
other staff and have introduced changes to teaching that have raised pupils’ results in their
subjects. The leadership team is preparing the school well for the implementation of the new
- The school’s leadership has accurately identified the school’s strengths and areas for
development. The school’s plans for bringing about improvements are well judged.
- Leaders carefully monitor the quality of teaching and teachers are expected to perform well and
that pupils produce good progress and results. Teachers are set high targets and strong
performance is rewarded appropriately. Any weaker performance is not allowed to continue.
- Although the school monitors the progress and learning of individual pupils well, as yet it does
not carefully track the progress of different groups of pupils or use this information to inform the
planning for these groups’ needs.
- The school teaches a broad range of well-planned subjects and makes good use of the well-
resourced grounds to promote learning, such as through the ‘Dig for Victory’ activities that
developed pupils’ learning about World War Two.
|Inspection report:||Carlton Hill Primary School, 5−6 March 2014||6 of 9|
- The school fosters a strong love of reading. Pupils talked with great satisfaction about the school
library and how pupils in the school council were given a considerable budget to choose and buy
new books for it.
- There are good opportunities for pupils’ spiritual, moral, social and cultural development. Pupils
engage in creative work, which is represented in many artistic displays. The school’s charitable
work, ‘eco club’ and link with a school in Kenya help develop pupils’ moral understanding and
sense of responsibility. The school actively works against discrimination and promotes equality
through, for example, annual ‘family diversity weeks’ which demonstrate how the school values
its pupils and their families. A wide range of clubs provides creative and sporting opportunities.
- Additional funding (sports premium) is spent effectively on enhancing pupils’ engagement in
sports through the provision of a range of clubs and other sporting activities run together with a
group of local schools. Funding is also well spent on developing teachers’ sports skills and
- Additional funding (pupil premium) is spent on using teachers and trained teaching assistants to
deliver one-to-one and small-group tuition in English and mathematics for eligible pupils. These
measures have contributed to the good progress made by eligible pupils and the narrowing of
the gap between eligible and non-eligible pupils.
- The school ensures that all pupils are safe. It keeps appropriate and up-to-date records of its
work in this area and meets statutory requirements.
- The local authority knows the school well. It has given training to governors and teachers and
helped monitor the quality of teaching and the achievement of pupils.
- Almost all parents who offered an opinion considered the school to be well led.
- The governance of the school:
Governors are capable and very active. They have received training about pupil performance
data, safeguarding and other aspects of school provision. Governors understand data about
pupils’ achievement and use this understanding to offer a high level of challenge, as well as
support, to the school. They scrutinise the quality of teaching and help ensure that teachers
are properly held to account through the high targets. They also make certain that strong
teacher performance is properly rewarded and those whose performance is weak are given
the support they need to improve. Governors scrutinise school finances carefully, including the
use and impact of additional funding such as that for pupil premium and sports. Their impact
on the school’s drive for improvement is good.
|Inspection report:||Carlton Hill Primary School, 5−6 March 2014||7 of 9|
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Inspection report:||Carlton Hill Primary School, 5−6 March 2014||8 of 9|
|Unique reference number||114381|
|Local authority||Brighton and Hove|
This inspection was carried out under section 8 of the Education Act 2005. The inspection was also
deemed a section 5 inspection under the same Act.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||215|
|Appropriate authority||The governing body|
|Date of previous school inspection||12–13 July 2012|
|Telephone number||01273 604966|
|Fax number||01273 676789|