Patcham Junior School
Headteacher: Mr Ashley Seymour-Williams
School holidays for Patcham Junior School via Brighton and Hove council
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 %
- 0.1 miles Patcham High School BN18PB (1026 pupils)
- 0.1 miles Margaret Hardy School BN18PB
- 0.2 miles Patcham Infant School BN18WW (319 pupils)
- 0.2 miles Dharma School BN18TB (77 pupils)
- 0.2 miles Whitehouse Nursery School BN18TB
- 0.4 miles Patcham House Special School BN18XR (40 pupils)
- 0.4 miles Patcham Fawcett School BN18TE
- 0.6 miles Carden Junior School BN18LJ
- 0.6 miles Carden Infant School BN18LU
- 0.6 miles Adina School BN18EP
- 0.6 miles Carden Primary School BN18LU (405 pupils)
- 0.8 miles Varndean College BN16WQ
- 0.9 miles Westdene Primary School BN15GN (636 pupils)
- 1 mile Varndean School BN16NP (1334 pupils)
- 1 mile Dorothy Stringer School BN16PZ (1638 pupils)
- 1.1 mile Balfour Junior School BN16NE
- 1.1 mile Balfour Primary School BN16NE (866 pupils)
- 1.2 mile St Bernadette's Catholic Primary School BN16UT (217 pupils)
- 1.3 mile Coldean Junior School BN19EL
- 1.4 mile Hertford Infant and Nursery School BN17GF (215 pupils)
- 1.4 mile Hertford Junior School BN17FP (154 pupils)
- 1.4 mile Coldean Primary School BN19EN (373 pupils)
- 1.4 mile Castledean School BN17FP
- 1.4 mile Uplands School BN17FP
Ofsted report transcript
Patcham Junior School
Ladies Mile Road, Patcham, Brighton, BN1 8TA
|Inspection dates||7−8 May 2015|
|Overall effectiveness||This inspection:||Good||2|
|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
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.
|Julie Sackett, Lead inspector||Additional Inspector|
|Michael Elson||Additional Inspector|
|Judith Grevett||Additional Inspector|
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.
|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
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
- 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
- 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 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||114372|
|Local authority||Brighton and Hove|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||7−11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||367|
|Appropriate authority||The governing body|
|Date of previous school inspection||7−8 May 2015|
|Telephone number||01273 295020|
|Fax number||01273 295027|