Fishbourne CofE Primary School
phone: 01243 785974
headteacher: Mr Nick Sharp
210 pupils capacity: 96% full
100 boys 50%
105 girls 52%
Last updated: June 20, 2014
Primary — Voluntary Controlled School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Controlled School
- Establishment #
- OSGB coordinates
- Easting: 483727, Northing: 104966
- GPS coordinates
- Latitude: 50.838, Longitude: -0.81231
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Oct. 8, 2009
- Diocese of Chichester
- Region › Const. › Ward
- South East › Chichester › Fishbourne
- Urban > 10k - less sparse
- Free school meals %
- 0.6 miles Bishop Luffa Church of England School, Chichester PO193LT
- 0.6 miles Bishop Luffa Church of England School, Chichester PO193LT (1416 pupils)
- 0.9 miles Parklands Community Primary School PO193AG (263 pupils)
- 1.1 mile Chichester College PO191SB
- 1.3 mile Lancastrian Infants' School PO191DG (119 pupils)
- 1.3 mile Central CofE Junior School PO191DQ (317 pupils)
- 1.3 mile Oakwood School PO189AN (230 pupils)
- 1.3 mile The Prebendal School PO191RT (202 pupils)
- 1.4 mile Jessie Younghusband Primary School PO195PA (211 pupils)
- 1.4 mile St Anthony's School PO195PA (201 pupils)
- 1.5 mile Northgate House School PO191LX
- 1.6 mile Bosham Primary School PO188QF (194 pupils)
- 1.6 mile St Richard's Catholic Primary School PO191XB (229 pupils)
- 1.7 mile Chichester High School for Boys PO198AE
- 1.7 mile Chichester High School for Girls PO198EB
- 1.7 mile Chichester High Schools Sixth Form PO198AE
- 1.7 mile University of Chichester PO196PE
- 1.7 mile Chichester High School for Girls PO198EB (1014 pupils)
- 1.7 mile Chichester High School for Boys PO198AE (860 pupils)
- 1.9 mile Kingsham Primary School PO198BN (267 pupils)
- 1.9 mile Fordwater School, Chichester PO196PP (120 pupils)
- 1.9 mile Kingsham Primary School PO198BN
- 2.1 miles Chichester Nursery School PO197AB (143 pupils)
- 2.1 miles Portfield Community Primary School PO197HA
Fishbourne CofE Primary School
Roman Way, Fishbourne, Chichester, West Sussex, PO19 3QS
|Inspection dates||25–26 June 2015|
|Overall effectiveness||This inspection:||Good||2|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
|Early years provision||Good||2|
Summary of key findings for parents and pupils
| Pupils’ achievement is good. They attain well in |
The most able attain well and a higher proportion
Disabled pupils and those who have special
Gaps are closing between the attainment of
Leaders and managers have a strong vision for
every year group and by the end of Year 6
typically reach standards that are above the
than found nationally reach the higher levels in
reading and mathematics at the end of Key Stage
educational needs make good progress from their
starting points because of the carefully targeted
support provided by teachers and teaching
disadvantaged pupils and that of others in the
school. They make good progress in every year
the continued improvement of the school. The
curriculum gives pupils a wealth of exciting
experiences and effectively promotes pupils’
spiritual, moral, social and cultural development.
| Leaders monitor the quality of teaching regularly. |
Teaching is good. Teachers motivate pupils to do
The behaviour of pupils both in lessons and around
The school’s work to keep pupils safe and secure is
Governors are very committed to supporting and
The good leadership and management of the early
They know the progress of each pupil and ensure
that swift action is put in place for any at risk of
well through a variety of interesting activities. They
make sure that pupils know how they can improve
the school is outstanding. Pupils listen very
attentively and are keen to act on teachers’
outstanding. Advice and guidance teach pupils
about risk. Parents and carers are unanimous in
saying that their children are kept safe at the
challenging the school.
years provision ensures that children get a good
start to their education.
It is not yet an outstanding school because:
| The progress of children in the early years |
provision is not carefully enough tracked. As a
result, teachers do not always plan work that
exactly matches children’s needs.
| Teaching is not typically outstanding because |
teachers do not always have the highest
expectations regarding the progress of those who
are most able in writing.
Information about this inspection
- Inspectors observed learning in 13 lessons and part lessons. Many were observed jointly with senior
leaders. In addition, the inspectors heard pupils in Year 2 and Year 6 reading.
- Meetings were held with a group of pupils and school staff. There was a discussion with the Chair and five
other members of the Governing Body. A meeting was held with a representative from the local authority.
- Inspectors took account of the 78 responses to the online questionnaire, Parent View. Other sources of
parental views that were considered included discussions with parents at the end of the day.
- Inspectors observed the school’s work and analysed a large range of documents and policies. These
included the school’s own information on pupils’ current progress and documents checking the quality of
teaching and learning. Inspectors also examined records relating to behaviour, attendance and
- The views of staff were analysed through the 20 responses to the staff questionnaire
|Elizabeth Bowes, Lead inspector||Additional Inspector|
|Terry Payne||Additional Inspector|
Information about this school
- Fishbourne CofE Primary School is smaller than the average-sized primary school.
- The proportion of pupils known to be eligible for support through the pupil premium funding is much
lower than the national average. The pupil premium is additional funding provided by the government for
pupils known to be eligible for free school meals or who are looked after by the local authority.
- The proportion of disabled pupils and those who have special educational needs on the school roll is
similar to the national average.
- The early years provision consists of a full-time Reception class.
- In 2014, the school met the government’s floor standards, which set the minimum expectations for pupils’
attainment and progress in reading, writing and mathematics at the end of Year 6.
- The headteacher joined the school in January 2015.
What does the school need to do to improve further?
- Ensure that the progress of children in the early years provision is carefully tracked so that teachers can
plan work that exactly matches children’s needs and hence maximise their progress.
- Make sure that the quality of teaching is typically outstanding and that teachers have the highest
expectations by accelerating the progress of those who are most able in writing.
|The leadership and management||are good|
- A strong culture of learning has been established with the arrival of the new headteacher. She has an
ambitious vision for the school and decisions affecting pupils’ teaching and learning are based on both
experience and research evidence. With the effective support of governors, all staff are enthusiastic in
their aim of continually improving the school. Leadership of teaching is good and behaviour is outstanding.
- Middle leaders conscientiously fulfil their roles. They regularly visit lessons and often look closely at pupils’
work. They are diligent in checking the progress of pupils in their areas of responsibility. They have very
detailed records that track the support being provided for those who are identified as not making good
- The quality of teaching is regularly monitored by senior leaders. Teachers are held rigorously to account
for the progress of all groups of pupils. Staff say that their views are valued and staff morale is high.
- Additional funding for disadvantaged pupils is well used to provide specialist support in both English and
mathematics. Not only does the funding pay for additional staff but specialist books and specific resources
are also purchased to ensure that the needs and interests of disadvantaged pupils are well met. As a
result, the funding has a positive impact on achievement.
- The school does all it can to foster good relations. There are strong partnerships with parents who are
very supportive. As a parent said, ‘The headteacher lives this school. She is very open and family
orientated. Quite simply, she is amazing.’
- The local authority provides good support to the school. It has helped with giving advice on the analysis of
data and assists with improving teaching and checking pupils’ work.
- The school teaches an interesting range of subjects which provide many opportunities for pupils to think
about a variety of ideas and concepts. For example, during university week pupils had the opportunity to
discover such diverse subjects as Irish dancing and the Japanese language. Pupils really enjoyed receiving
their ‘graduation certificates’. Enterprise is greatly encouraged and pupils are encouraged to set up their
own schemes to raise funds for charity. The on-site ‘Dolphin Delights’ is a shop run by pupils selling fair
trade goods. Pupils are responsible for the various roles, such as buyers or publicists.
- Pupils are given a good environmental awareness through initiatives such as the eco-club and forest
school. Spiritual development is carefully planned through the strong links with the local church and other
places of worship. All pupils know about the difference between right and wrong. The social development
of pupils is very evident through the strong relations between staff and pupils. Pupils say how much they
enjoy the residential trips that, as one pupil said, ‘suddenly make you feel grown up’.
- Pupils’ cultural awareness is developed through the school making use of the local historic sites, such as
the adjacent Fishbourne Roman Palace where pupils had the opportunity to create their own mosaics. The
school benefits from dedicated music and art and craft rooms, both of which are well used to contribute
towards end of term productions. Throughout the school, there is evidence that pupils are developing their
artistic skills. For example, pupils had studied and created art in the style of many of the major artists,
including Cezanne and Rousseau.
- Pupils are well prepared for life in modern Britain. They know about the concepts of democracy, the rule
of law and they show tolerance and respect for all cultures. The school promotes equality of opportunity
well and discrimination of any kind is not tolerated.
- The school uses the primary physical education and sports funding effectively to provide specialist
coaching and to offer pupils a wide range of sporting activities. The school ensures that those of all
abilities are supported from absolute beginners to those who, for example, are seventh in Europe for ten
- There are effective links with other local schools, including the local secondary school and Chichester
College. The school makes good use of the wide range of cultural and environmental organisations,
including the various organisations associated with Chichester Harbour.
- The school’s safeguarding arrangements are effective and meet statutory requirements. Leaders and
governors are diligent in ensuring the protection of pupils.
- The governance of the school:
The governing body is effective. Members are very supportive of the school and have a secure
understanding of the school’s strengths and areas still left to develop.
Governors have been well trained in understanding the school’s data and how the school is performing
when compared to other schools nationally.
Under the leadership of the experienced Chair of the Governing Body, the governors have overseen the
appointment and smooth transition arrangements for the new headteacher.
Governors are often in the school and help in classes as well as listening to children read. As a result,
they are very aware of the quality of teaching. They make sure that promotion and salary increases
reflect the progress that pupils make. As a result, the arrangements for the performance management
of teachers have a positive impact. Governors know the procedures to follow should they need to
address underperformance by any teacher.
|The behaviour and safety of pupils||are outstanding|
- The behaviour of pupils is outstanding. Pupils have exceptionally positive attitudes towards their learning.
This was exemplified by one pupil who said, ‘I really love the different things we can do and I can see the
relevance of why I have to work hard. I want a good job and need professional qualifications.’
- When questioned, all pupils said that they really enjoyed coming to school. As a result, attendance is very
high and consistently above average.
- Outstanding behaviour is underpinned by the values the school has for learning. These stress the
importance of enjoying learning together and respecting everybody in the big ‘family’ of the school.
- Pupils enjoy taking responsibility. They are very sensitive and respectful when asked to evaluate the work
of another pupil in the class.
- Pupils’ confidence and self-esteem are developed exceptionally well because they know that all staff value
their opinions. The school is a calm, orderly community and over time there have been almost no incidents
of inappropriate behaviour.
- The school’s work to keep pupils safe and secure is outstanding.
- Governors and staff ensure that all systems for keeping pupils safe are rigorous and fully implemented.
- Parents are very complimentary about how the school keeps their children safe. All parents who
responded to the online questionnaire, Parent View, or who were spoken to at the end of the day reported
that their children feel safe at the school.
- Pupils are given excellent tuition on keeping themselves safe when in the home, when travelling and when
using the internet. They know the dangers of talking to strangers on websites and social media.
- Pupils are well aware of the issues surrounding bullying and the different forms it can take, including
physical, racial and cyber. They are adamant that there are no problems in the school. If there should be
any unacceptable behaviour, they know to speak to an adult immediately.
|The quality of teaching||is good|
- Teaching is good. Teachers plan exciting activities that enable pupils to make good progress quickly.
- Teachers foster a real enjoyment in reading and visiting authors encourage pupils to learn about the
different types of books, such as fiction and non-fiction. Pupils write book reviews in every class and state
whether they would recommend the book to a friend. For example, in Year 5 one pupil had written of the
, ‘I loved this book because it shows that other people’s grandmas can be very
- Mathematics is well taught. Teachers explain things very clearly and often relate the work to real life. For
example, one class had to consider the cost of planning a trip to London and buying tickets to see a show.
Pupils said how much they enjoyed working out the train times and the costs to make sure that they did
- Pupils really appreciate their writing experiences because the school makes sure that they often write for a
real purpose. For example, pupils in Year 5 were writing leaflets that are to be used in Worthing Mosque
for other similar-aged pupils.
- Teaching is not outstanding because teachers do not always have the highest expectations of those who
are most able in writing.
- Teachers challenge pupils to think carefully about their learning. For example, in Year 6 pupils were
developing a variety of skills, including writing, design, video recording, editing and presentation, when
working on a project to design and create a balloon-propelled vehicle.
- Teachers provide positive feedback and mark pupils’ work carefully. The helpful comments enable pupils
to act on the advice. As one pupil said, ‘I like telling the teacher how easy or hard I found some work.
This means that they are on the look out to help me if I get stuck next time’.
|The achievement of pupils||is good|
- The achievement of pupils is typically good. They make good progress throughout every year group.
Pupils attain above the national average at the end of Key Stages 1 and 2 in reading, writing and
mathematics and there is a trend of continued improvements.
- A particular feature is how rapidly pupils’ speaking and listening skills are developed. This starts in Year 1
and effective phonics (the sounds that letters make) teaching ensures that pupils can rapidly sound out
words and spell them correctly. The results of the phonics reading check at the end of Year 1 were above
the national average. Throughout the rest of the school, pupils get ample opportunities to discuss their
learning and acquire new vocabulary. For example, in Year 6 a pupil was exploring the definition of the
- The most able achieve well overall. In 2014, above average proportions of pupils achieved the higher
Level 3 at the end of Key Stage 1. In Key Stage 2, above average proportions of pupils achieved the
higher levels in reading and mathematics. In writing, the proportions are more in line with the national
- There were too few disadvantaged pupils in Year 6 in 2014 to report their attainment without them being
identified. Overall, disadvantaged pupils make good progress from their different starting points when
compared to others in the school. The school is doing all it can to ensure that it carefully tracks the
progress of eligible pupils and it makes sure that they are helped to quickly catch up. As a result, gaps are
rapidly closing. In some classes, disadvantaged pupils make better progress than their peers.
- Disabled pupils and those who have special educational needs make good progress from their starting
points. This is because the work set for them is well suited to their specific needs. Class teachers work
well with learning support assistants to make sure that no one falls behind.
|The early years provision||is good|
- Leadership and management in the early years are good. The teacher and other staff know the children
well. Arrangements for keeping children safe are effective. Parents are very complimentary about the
school’s arrangements for the start of school. They praise how approachable staff are and that they are
always available to discuss any concerns. Many parents liked the fact that they can share their child’s
achievements at home and celebrate them on the walls of the classroom.
- Teaching is good. Children are provided with a variety of interesting activities and typically make good
progress. Staff are very effective in increasing children’s self-confidence. Staff regularly observe and
record children’s progress in learning journeys and other documents. However, the progress of children is
not carefully enough tracked because the records are not precise enough. Consequently, teachers do not
always plan work that exactly matches a child’s needs.
- When children enter the early years provision, they have skills which are typical for their age. The majority
reach a good level of development by the end of Reception and so are well prepared for Year 1.
- Children enjoy their time in the Reception class. They are well behaved and like the welcoming and caring
atmosphere. Children are very keen to share their ideas and have long conversations with each other.
There are well-established routines for learning. Parents consider that behaviour is exemplary.
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
|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
|Unique reference number||125983|
|Local authority||West Sussex|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|School category||Voluntary controlled|
|Age range of pupils||4−11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||210|
|Appropriate authority||The governing body|
|Date of previous school inspection||8 October 2009|
|Telephone number||01243 785974|
|Fax number||01243 530676|