School etc

Patcham Junior School

Patcham Junior School
Ladies Mile Road
East Sussex

phone: 01273 295020

headteacher: Mr Ashley Seymour-Williams


school holidays: via Brighton and Hove council

370 pupils aged 7—10y mixed gender
345 pupils capacity: 107% full

185 boys 50%


185 girls 50%


Last updated: June 19, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 530745, Northing: 108771
GPS coordinates
Latitude: 50.864, Longitude: -0.14353
Accepting pupils
7—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 21, 2013
Region › Const. › Ward
South East › Brighton, Pavilion › Patcham
Urban > 10k - less sparse
Free school meals %

rooms to rent in Brighton

Schools nearby

  1. 0.1 miles Patcham High School BN18PB (1026 pupils)
  2. 0.1 miles Margaret Hardy School BN18PB
  3. 0.2 miles Patcham Infant School BN18WW (319 pupils)
  4. 0.2 miles Dharma School BN18TB (77 pupils)
  5. 0.2 miles Whitehouse Nursery School BN18TB
  6. 0.4 miles Patcham House Special School BN18XR (40 pupils)
  7. 0.4 miles Patcham Fawcett School BN18TE
  8. 0.6 miles Carden Junior School BN18LJ
  9. 0.6 miles Carden Infant School BN18LU
  10. 0.6 miles Adina School BN18EP
  11. 0.6 miles Carden Primary School BN18LU (405 pupils)
  12. 0.8 miles Varndean College BN16WQ
  13. 0.9 miles Westdene Primary School BN15GN (636 pupils)
  14. 1 mile Varndean School BN16NP (1334 pupils)
  15. 1 mile Dorothy Stringer School BN16PZ (1638 pupils)
  16. 1.1 mile Balfour Junior School BN16NE
  17. 1.1 mile Balfour Primary School BN16NE (866 pupils)
  18. 1.2 mile St Bernadette's Catholic Primary School BN16UT (217 pupils)
  19. 1.3 mile Coldean Junior School BN19EL
  20. 1.4 mile Hertford Infant and Nursery School BN17GF (215 pupils)
  21. 1.4 mile Hertford Junior School BN17FP (154 pupils)
  22. 1.4 mile Coldean Primary School BN19EN (373 pupils)
  23. 1.4 mile Castledean School BN17FP
  24. 1.4 mile Uplands School BN17FP

List of schools in Brighton

School report

Patcham Junior School

Ladies Mile Road, Patcham, Brighton, BN1 8TA

Inspection dates 7−8 May 2015
Overall effectiveness This inspection: Good 2
Previous inspection: Inadequate 4
Leadership and management Good 2
Behaviour and safety of pupils Good 2
Quality of teaching Good 2
Achievement of pupils Good 2

Summary of key findings for parents and pupils

This is a good school.
It is not yet an outstanding school because:

Leaders and governors have successfully tackled
The quality of teaching is now good. This ensures
Pupils’ attainment at the end of Year 6 is much
Above average proportions of pupils attained the
Pupils make very rapid progress in some classes
the issues identified at the time of the last
inspection. They have securely established
significant improvements in the quality of
that pupils make good progress in reading, writing
and mathematics and achieve well across the
higher than the national average. Standards
increased substantially in 2014.
highest levels in reading and mathematics in
because teaching is consistently strong.
Disadvantaged pupils make good progress. In 2014,
Teachers use marking very effectively. Pupils
Pupils work hard and behave well. Leaders and
Leaders keep rigorous checks on pupils’ progress.
The governing body works effectively with leaders.
Parents and carers are happy about the school and
the gap between their attainment and that of other
pupils nationally narrowed.
understand how well they are learning and what
they can do to improve because they are involved
in the process.
governors make sure that they are safe and secure.
They use this information effectively to measure
how well developments support pupils’
Governors have a good understanding of the
school’s work and hold leaders to account for pupils’
feel that their children are learning well.
Teachers do not always set sufficiently demanding
Not all teachers use checks on pupils’ learning
activities to ensure pupils, particularly the most
able, make as much progress as they should in
writing. Therefore, achievement in writing is not
as good as in reading and mathematics.
quickly enough to adjust the work set during
In a few classes, teachers do not always have the
highest expectations of pupils’ work. When this is
the case, some pupils take less care and their work
is untidy.

Information about this inspection

  • Inspectors observed pupils’ learning in 20 lessons or part lessons, including three observed jointly with the
    headteacher and four observed with the deputy headteacher.
  • Discussions were held with the headteacher, senior leaders, teachers, parents, carers and pupils.
    Discussions were also held with the Chair of the Governing Body and three other governors. The lead
    inspector spoke with a representative of the local authority.
  • Inspectors took account of 55 responses to the online questionnaire, Parent View. In addition, they spoke
    with individual parents and carers informally at the start of the school day. Inspectors also took account of
    11 staff questionnaire responses.
  • Inspectors observed the school’s work and considered a range of policies and documents. These included
    the school’s improvement plan, information about pupils’ progress, attendance records and safeguarding
    policies and procedures.
  • Inspectors looked at a sample of pupils’ work provided by the school, as well as in lessons. They also
    listened to pupils read during lessons.

Inspection team

Julie Sackett, Lead inspector Additional Inspector
Michael Elson Additional Inspector
Judith Grevett Additional Inspector

Full report

In accordance with section 13 (5) of the Education Act 2005, Her Majesty’s Chief Inspector is of the opinion
that the school no longer requires significant improvement.

Information about this school

  • The school is larger than the average-sized junior school.
  • The proportion of disadvantaged pupils supported by the pupil premium is much lower than the national
    average. Pupil premium is additional government funding to support those pupils known to be eligible for
    free school meals and those children who are looked after by the local authority.
  • Most pupils are from White British heritage.
  • The proportion of disabled pupils and those who have special educational needs is above average.
  • The school meets the government’s current floor standards, which set the minimum expectations for
    pupils’ attainment and progress.
  • The school has a breakfast club which is managed and run by the school and was visited during this

What does the school need to do to improve further?

  • Ensure that all pupils achieve their full potential, particularly in writing, by ensuring that teachers:
    always set work which is sufficiently demanding, particularly for the most able
    check pupils’ progress during lessons and adjust the work set to provide prompt support and challenge
    always expect pupils to present their work neatly and tidily.

Inspection judgements

The leadership and management are good
  • The school is a busy, purposeful and positive place to work and learn. It has a strong learning culture and
    there is a clear desire to succeed among staff and pupils alike. Parents and carers are confident about the
    school’s work, pupils behave well and staff morale is good.
  • The headteacher has brought about significant improvements in teaching to ensure that pupils achieve
    well. He and the governors have dealt systematically with weaknesses identified at the time of the last
    inspection. The pace of change has accelerated considerably during the past year.
  • The role played by leaders at different levels has developed well. Leaders have made a number of astute
    and successful appointments to the leadership team, including that of the deputy headteacher. This has
    strengthened the school’s capacity to sustain and build on developments.
  • Subject leaders are clear about their role and are more accountable for pupils’ achievement. They
    regularly complete a range of activities which ensure they have a good understanding of teaching and the
    difference this is making to pupils’ achievement. They are involved in identifying development needs and
    in checking the success of initiatives.
  • A consistent focus on raising teachers’ expectations has brought significant improvements to the quality of
    teaching and to pupils’ progress. Most teachers have high expectations of all pupils. However, leaders
    recognise that there is still more to be done to ensure that the same high standards are in place in all
  • Leaders regularly check the quality of teaching using a range of evidence. For example, they check pupils’
    progress frequently to make sure that improvements in teaching are working and raising pupils’
    achievement. Staff are clear about the link between salary progression and pupils’ progress. Leaders
    provide effective support and training for staff. For instance, teachers have benefited from opportunities
    to watch and learn from the best practice, both within the school and further afield.
  • The school works more closely with the local infant school than previously. Teachers meet prior to pupils
    moving from Year 2 to Year 3. This means that they have a better understanding of pupils’ needs and are
    able to plan learning more effectively as soon as pupils join the school.
  • The school has an accurate view of its work. Leaders ensure that plans for development are carefully
    considered and accurately identify aspects of the school’s work in need of further improvement. They
    rigorously review how successful these have been in raising pupils’ achievement and make changes where
  • The school has effectively reviewed the way subjects are taught to ensure pupils experience a broad and
    balanced curriculum. Staff have worked together to decide on the priorities for pupils’ learning in relation
    to local, national and international contexts. For example, they learn about the history of Brighton as well
    as both world wars. Pupils also have opportunities to study subjects which contribute well to their personal
    and social development, such as riding a bicycle safely and cookery. These experiences help them to
    develop important skills needed for life in modern Britain.
  • Topic books on the First World War clearly indicate how learning excites pupils’ interest. Some include
    photographs and stories about family members who played a part in Britain’s history. Topics such as these
    help contribute very well to pupils’ spiritual, moral, social and cultural development and help them to
    appreciate British values, such as tolerance and democracy.
  • Subject leaders are more focused on their responsibility for pupils’ learning than they were at the time of
    the last inspection. They know exactly how well pupils are achieving and use this information to plan
    appropriately for developments.
  • The local authority provides good support and knows the school well. For instance, a representative
    reviewed the quality of teaching in the school with the headteacher immediately after the last inspection.
    This ensured that leaders lost no time in getting to grips with aspects of teaching in need of rapid
  • The primary physical education and sport premium is used well to support pupils’ health and participation
    in sport. Pupils benefit from a wide range of sports clubs, such as football, cricket and gymnastics,
    including some with specialist coaching. As a result, they are far healthier and are better equipped to take
    part in competitive sports. Training for teachers has improved the quality of physical education teaching
    and this has improved pupils’ achievement.
  • Leaders make good use of additional pupil premium funding. Pupils benefit from small-group teaching and
    individual support. Pupils involved in a programme to boost their basic reading skills have made rapid
    progress and read more confidently as a result. The deputy headteacher oversees the use of additional
    funds carefully and works with colleagues to check how successfully pupils are learning.
  • Leaders ensure that safeguarding arrangements are given an appropriately high priority. The school’s
    safeguarding arrangements are robust and meet statutory requirements. The school is committed to equal
    opportunities for all its pupils. Incidents of discrimination are extremely rare.
  • The governance of the school:
    The governing body provides enthusiastic, effective and loyal support for the school and the local
    community. One governor commented that the governing body is ‘as strong and resilient as it’s ever
    been’. Governors are confident that the headteacher and his staff are doing a good job and can see the
    improvements for themselves.
    Following the last inspection, the governing body worked closely with the local authority to review and
    restructure its work. The introduction of job descriptions for individual governors ensures that they are
    clear about their roles and the part they play in the school’s development. Regular discussions ensure
    that they have a good understanding of how well pupils achieve in relation to other schools nationally.
    Governing body minutes reflect the robust debates that take place during meetings, including
    challenging questions for leaders about pupils’ learning and progress. The governor with specific
    responsibility for safeguarding is highly effective in ensuring that all safeguarding requirements are met
    in full.
    Governors have higher expectations of the school than at the time of the last inspection. The
    headteacher provides thorough and good quality information about the quality of teaching and learning
    so that governors are well informed. However, governors also make sure that they check out the
    school’s work for themselves. They have visited lessons and discussed what they have seen with a local
    authority representative. This ensures that they have a first-hand view of teaching and learning. They
    know how procedures are used to check and support staff performance and salary progression and
    what is being done to tackle any underperformance.
The behaviour and safety of pupils are good
  • The behaviour of pupils is good. Pupils are polite and considerate. They routinely open doors for adults
    when moving around the school and welcome visitors with smiles. Pupils settle quickly at the start of
    lessons and wait quietly for their turn to go into the assembly hall.
  • Pupils are positive about school and keen to please their teachers. However, occasionally during lessons
    some pupils find it hard to concentrate on their work and they become distracted. This restricts their
    learning and slows their progress.
  • The quality of pupils’ work has improved substantially since the last inspection. Most take great care with
    their work so that it is neat and tidy. However, in some instances pupils take less care and as a result,
    their work is scruffy. This is particularly the case where teachers do not always insist on the highest
    standards of presentation.
  • Pupils behave well during break times. They like to play with the sports equipment in the playground
    during lunch break and are active and busy.
  • The breakfast club is well organised and provides a safe and friendly start to the school day for those who
  • The school’s work to keep pupils safe and secure is good. Pupils are confident about their place in the
    school community because adults value their opinions.
  • There are effective procedures in place to check and support pupils’ attendance. Leaders make sure that
    pupils, parents and carers understand the importance of attending regularly. They are alert to any
    patterns in absenteeism and work well with parents and carers and agencies. Attendance is consistently
    above average.
  • Pupils know about different types of bullying and the harmful effects this has on people’s lives. They say
    that bullying incidents hardly ever happen and that there is never any racism. Records support their view.
  • Pupils learn how to keep safe because events and lessons ensure that pupils are alert to some everyday
    risks. For example, they learn about road safety and how to use bicycles and scooters safely in the
  • Pupils understand that they need to take care when using the internet and mobile phones. Teachers make
    sure that they know what to do if anything worries them when using computers.
The quality of teaching is good
  • Teaching has improved substantially since the last inspection and is now consistently good. As a result,
    pupils make faster progress.
  • Mathematics is taught well in all year groups. Teachers make sure that pupils of all abilities use practical
    equipment whenever helpful to strengthen their understanding of mathematical concepts. They encourage
    pupils to ‘have a go’ at solving mathematical problems to develop their confidence.
  • The introduction of ‘Drop Everything and Read’ sessions in all year groups gives pupils more opportunities
    to read for enjoyment, develop personal preferences for different types of books and authors, and hone
    their reading skills.
  • Pupils have more opportunities to write in different subjects than at the time of the last inspection. This
    means that they practise writing skills more frequently during the school week. They are taught how to
    edit their work so that they have a clearer understanding of how to improve their writing.
  • Teachers in Year 3 make good use of information received from the local infant school, as well as their
    own assessments, to plan for pupils’ needs. Positive relationships mean that pupils establish themselves
    quickly when they arrive and make good progress.
  • Some teaching in the school is very strong. Where this is the case, teachers have the highest expectations
    of all pupils and know precisely how to move pupils’ learning on to the next level. They frequently check
    pupils’ understanding during lessons and adjust teaching to make sure that they make the best possible
    progress. For example, teachers in Year 3 move pupils between groupings and activities during lessons
    according to their understanding of the subject being studied at the time.
  • In a few classes, however, pupils spend too long working on the same task, despite clear signs that some
    have securely grasped the concept and are ready to move onto the next level. On these occasions their
    progress slows.
  • All teachers follow the school’s marking policy. They give pupils good quality feedback about their work
    and involve them in reviewing their own learning. As a result, pupils have a growing sense of their own
    success and understand how they can improve. However, while improved marking is having a positive
    impact on pupils’ progress, some teachers’ expectations of pupils’ work are not always high enough. This
    means that sometimes pupils’ work is untidy or unfinished.
  • Teaching assistants work flexibly with different groups of pupils, including the most able and those who
    find learning more difficult. Good communication between teaching assistants and class teachers ensures
    that they are knowledgeable about pupils’ needs.
  • Teachers meet as year groups to plan and review teaching and learning. This has ensured greater
    consistency and enables teachers to share expertise. Most teachers plan work which is sufficiently
    demanding for the most-able pupils. During the inspection a group of the most-able mathematicians in
    Year 6 made excellent progress because the work set challenged them to think hard and deepened their
    understanding. However, in some classes this is not always the case and the most-able pupils do not
    always make the progress they should.
The achievement of pupils is good
  • Pupils make good progress from their different starting points. Results in the national tests are
    consistently much higher than the national average and increased substantially in 2014. Pupils’ progress is
    more even across the school than at the time of the last inspection. Pupils’ needs are identified earlier and
    extra help provided in the younger year groups. Pupils feel they are making good progress and most
    parents and carers agree.
  • Pupils speak with confidence. They are able to express their opinions and reflect on their experiences very
    well. Pupils in Year 6 give mature reasons for what they think. They make sensible and thoughtful choices
    about their work and have a well-developed sense of their personal responsibility for learning. Pupils have
    a positive and investigative approach to learning and are well placed for the next stage of their education.
  • The most-able pupils make faster progress across the school than they did at the last inspection. In 2014,
    the proportion of pupils attaining the higher levels increased substantially. The proportion attaining the
    highest Level 6 was much higher than the national average.
  • Pupils make slightly slower progress in writing than in reading and mathematics and this has been a focus
    for school development since the last inspection. Attainment in writing has been lower than in other
    subjects for several years, albeit still above average, with a small increase in 2014. Pupils’ work and
    checks on their progress indicate that they are making faster progress as improvements in the teaching of
    writing take effect. Work in books and inspection evidence show that the school is on course to secure
    further improvements in attainment this year. Pupils have a firm grasp of basic literacy skills by the end of
    Year 6 and complete written tasks briskly and successfully.
  • A dip in mathematics attainment to average levels in 2013 was reversed the following year, when
    standards returned to levels much higher than the national average. Pupils present their work clearly and
    confidently use a wide range of techniques to tackle mathematical problems. They relish tasks which make
    them think hard, particularly the most able. Pupils in Year 6 told inspectors that they find the work
    challenging but that they know what to do if they get stuck. Pupils know how mathematics is a key
    feature of everyday life.
  • Pupils like to read. They talk about books with interest and appreciate visits to the school and local
    libraries. Pupils’ attainment in reading has been above average for some years, with further increases in
    the past two years.
  • Pupils who are eligible for additional pupil premium funding achieve well. In 2014, their attainment was
    about four months behind that of other pupils nationally in mathematics, about eight months behind in
    reading and six months behind in writing. These gaps narrowed in 2014 compared with the previous year.
    When compared with other pupils in the school, the attainment of this group of pupils was about eight
    months in mathematics, about a year behind in reading and about six months behind in writing. Pupils
    currently in the school make the same good progress as their classmates in reading, writing and
    mathematics. The school is on track to close the remaining gaps this year.
  • Disabled pupils and those who have special educational needs make good progress. They enjoy learning
    because they are well supported, both in lessons and in small groups. Teachers and teaching assistants
    provide good quality support and relationships are very good.

What inspection judgements mean


Grade Judgement Description
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
Ofsted inspectors.

School details

Unique reference number 114372
Local authority Brighton and Hove
Inspection number 462654

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 7−11
Gender of pupils Mixed
Number of pupils on the school roll 367
Appropriate authority The governing body
Chair Danny Simpson
Headteacher Ashley Seymour-Williams
Date of previous school inspection 7−8 May 2015
Telephone number 01273 295020
Fax number 01273 295027
Email address reveal email: off…

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