West Rise Community Infant School
Headteacher: Mrs Lynne Weir
School holidays for West Rise Community Infant School via East Sussex council
180 pupils capacity: 117% full
110 boys 52%
100 girls 48%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 562368, Northing: 102675
- GPS coordinates
- Latitude: 50.801, Longitude: 0.30278
- Accepting pupils
- 5—7 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Sept. 22, 2009
- Region › Const. › Ward
- South East › Eastbourne › Langney
- Urban > 10k - less sparse
- Free school meals %
- West Rise Junior School BN237SL (235 pupils)
- 0.5 miles Langney Primary School BN237EA (488 pupils)
- 0.6 miles The Bishop Bell Church of England Mathematics and Computing Specialist School BN237EJ (1024 pupils)
- 0.7 miles Shinewater Primary School BN238ED (423 pupils)
- 0.7 miles The Causeway School BN238EJ (802 pupils)
- 0.9 miles Tollgate Community Junior School BN236NL (377 pupils)
- 0.9 miles Highfield Junior School BN229BX
- 0.9 miles Hazel Court School BN238EJ (88 pupils)
- 0.9 miles Heron Park Community Primary School BN229EE
- 0.9 miles Heron Park Primary Academy BN229EE (323 pupils)
- 1 mile The Haven Voluntary Aided CofE/Methodist Primary School BN235SW (340 pupils)
- 1.2 mile Hampden Park Infant School BN229RB
- 1.2 mile Stone Cross School BN245EF (420 pupils)
- 1.3 mile St Andrew's Church of England Infants School BN227PP (299 pupils)
- 1.4 mile Parkland Junior School BN229QJ (242 pupils)
- 1.4 mile Parkland Infant School BN229QJ (180 pupils)
- 1.4 mile Eastbourne Technology College BN229RQ
- 1.5 mile Roselands Infants' School BN228PD (269 pupils)
- 1.5 mile Stafford Junior School BN228UA (411 pupils)
- 1.5 mile The Lindfield School BN220BQ (79 pupils)
- 1.5 mile The Eastbourne Academy BN229RQ (621 pupils)
- 1.6 mile Oakwood School BN220SS
- 1.6 mile Pevensey and Westham CofE Primary School BN245LP (396 pupils)
- 1.6 mile Eastbourne College of Arts and Technology BN212UF
Ofsted report transcript
West Rise Community Infant
114466Unique Reference Number
East SussexLocal Authority
89 November 2006Inspection dates
David CurtisReporting inspector
This inspection of the school was carried out under section 5 of the Education Act 2005.
Chaffinch RoadSchool addressInfantType of school
Eastbourne BN23 7SL
47Age range of pupils
01323 764062Telephone numberMixedGender of pupils
01323 740978Fax number169Number on roll (school)
Gail BrodieChairThe governing bodyAppropriate authority
1 December 2001Date of previous school
Inspection numberInspection datesAge group
28992589 November 200647
© Crown copyright 2006
This document may be reproduced in whole or in part for non-commercial educational purposes, provided that
the information quoted is reproduced without adaptation and the source and date of publication are stated.
Further copies of this report are obtainable from the school. Under the Education Act 2005, the school must
provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost
of reproduction may be made for any other copies supplied.
Inspection Report: West Rise Community Infant School, 89 November 2006
The inspection was carried out by two Additional Inspectors.
Description of the school
The school is smaller than the average-sized primary school. Most pupils are of White
British heritage, with a small proportion from ethnic minority families. No pupils are
at the early stage of learning English. The proportion of pupils with learning difficulties
and disabilities is in line with the national average. Attainment on entry into Reception
is well below expectations for four-yearolds, especially in early language skills. The
headteacher was appointed in July 2006 following a year in which she was acting
Key for inspection grades
1Inspection Report: West Rise Community Infant School, 89 November 2006
Overall effectiveness of the school
This is a rapidly improving school and its effectiveness is satisfactory. After a period
of low standards and inadequate achievement in Years 1 and 2, there is clear and
demonstrable evidence that pupils' achievement is now good. As the result of rigorous
and detailed tracking procedures introduced by the headteacher, there is a strong
picture of improving standards in reading, writing and mathematics. Standards have
improved from being exceptionally low to broadly average in writing and mathematics.
There is still room for further improvement, especially in reading, where standards are
still low. Teachers are not rigorous enough in their day-to-day assessment of pupils'
progress in reading. The provision for pupils in the Foundation Stage is very good and
enables children to make a good start to their education. Leadership and management
are satisfactory, with strengths in the vision and determination of the headteacher to
improve standards. In a relatively short time, she has worked successfully to create a
school with an exciting and stimulating learning environment. The very strong focus
on pupils' personal development results in this aspect being good. Pupils enjoy school.
They behave well in lessons and have good relationships with teachers and each other.
They are polite and very well mannered. They are equipped well socially for transfer
to junior school, but not so well academically because their key literacy and numeracy
skills are not as good as they should be. The improvement in standards and achievement
is linked to teaching and learning that is now consistently satisfactory or better.
Teachers make lessons interesting and enjoyable for pupils. Teaching assistants make
a valuable contribution to pupils' learning. There remains a weakness in that teachers'
planning does not consistently meet the differing learning needs of pupils. Teachers
do not always set clear enough expectations as to what pupils should achieve in lessons.
The curriculum is satisfactory. Pupils enjoy and benefit from a good range of clubs.
The school does much to use visits and visitors to enrich pupils' learning. Pupils' good
personal development is the result of the quality of pastoral support being outstanding.
Academic guidance is satisfactory. Pupils do not have a clear enough understanding
of their individual targets for improvement. Consequently, care, guidance and support
for pupils are satisfactory. Although the school's overall effectiveness is satisfactory,
its performance in one aspect is inadequate. Before its next section 5 inspection,
Ofsted inspectors may visit the school to monitor the progress that it has made in
remedying this weakness. The school would receive two to five days' notice of such a
What the school should do to improve further
- Raise standards in reading in Years 1 and 2 and improve the rigour of teachers'
assessment of pupils' progress in reading.
- Improve teachers' planning to meet the learning needs of all pupils and increase
expectations as to what pupils should achieve in lessons.
- Improve pupils' understanding of how they can improve their work.
2Inspection Report: West Rise Community Infant School, 89 November 2006
Achievement and standards
Children's achievement in the Foundation Stage is good. Children make good and
sometimes outstanding progress. By the end of Reception, children meet the goals
they are expected to achieve in their personal, social and emotional development,
creative and physical development. In communication, language and literacy,
mathematical development and knowledge and understanding of the world, they do
not meet the goals. Nevertheless, they achieve well from very low starting points. In
Years 1 and 2, there is a legacy of underachievement and very low standards, with girls
outperforming boys. Evidence from lessons and the school's accurate tracking data
shows a much stronger picture for pupils currently in Years 1 and 2. Pupils now make
at least satisfactory progress .There is no significant gap between boys and girls.
Standards are now broadly average in writing and mathematics. Reading is still the
weakest area, where standards remain low. Reading skills are not taught rigorously
enough and there is insufficient analysis of pupils' progress.
Personal development and well-being
Pupils' spiritual, moral, social and cultural development is good. Pupils reflect sensitively
on issues, such as, 'What are the good choices I can make today?' Pupils know right
from wrong. They have good relationships with each other and value having a
'playground pal' should they need a friend to talk to. 'Playground Pals' take great
pride in their responsibilities for looking after the playground. Through their class
councils, pupils know they have a voice in the day-to-day life of the school. Pupils'
attendance at school is satisfactory. Pupils have a strong understanding of the need
to eat healthily and to drink water regularly in school. They enjoy keeping fit and
healthy in physical education lessons and through joining after-school clubs. Pupils
move around the school safely and sensibly. They know how to handle equipment
such as scissors safely.
Quality of provision
Teaching and learning
In both of the Reception classes, teaching and learning are good, with the result that
children make good progress in a rich and stimulating learning environment. They
enjoy the good variety of challenging activities provided and are eager to do their
best. In Years 1 and 2, satisfactory teaching enables pupils to make sound progress
with their learning. Teachers have insufficiently high expectations of what pupils can
do and work is not always well matched to pupils' needs, with the result that more-able
pupils do not fulfil their potential. With the exception of reading, assessment is used
effectively to track pupils' progress and to identify next steps in learning. In reading,
3Inspection Report: West Rise Community Infant School, 89 November 2006
this is not happening consistently. Pupils are not always encouraged to assess their
own progress. Good behaviour management ensures that all classrooms are calm and
well ordered and pupils have positive attitudes to their learning. Teaching assistants
and volunteers provide good support to help pupils focus on learning activities.
Curriculum and other activities
There is good curriculum provision for Reception children, with the result that lessons
are exciting and children are well motivated to make good progress. They quickly gain
confidence and their personal development is good. The curriculum provided for Years
1 and 2 is well planned and ensures equal opportunities for all. Pupils with learning
difficulties and disabilities have good access to the whole curriculum and inclusion is
a strong feature of the school's provision. The effective personal, social and health
education programme makes a significant impact on pupils' good personal development.
There is a very good range of after-school activities and a variety of visits and visitors
offers good enrichment. Liaison with nearby schools is developing effectively and
there are good community links. However, provision for reading, writing and
mathematics is not sufficiently stimulating in Years 1 and 2 to help pupils reach the
expected levels of achievement. 'Reading is a bit boring', said a Year 2 child.
Care, guidance and support
Pupils throughout the school receive outstanding pastoral care in a safe, supportive
environment which helps them to feel confident and secure. Very good provision is in
place to ensure that vulnerable pupils are well supported and the school benefits from
a good range of outside help for children and their families. Children's safety is ensured
through regular risk assessments and safety checks. All statutory health and safety
requirements are met. Children in the Reception year are encouraged to progress well,
to gain independence and to develop positive self-esteem. Pupils in Years 1 and 2 do
not have sufficient guidance to help them improve their work. As a number of Year 2
pupils said, 'The teachers don't always help us, so we don't know if we've got it right
or not. We really, really worry.' Teachers' marking of pupils' work is inconsistent and
does not always suggest ways to further develop their skills.
Leadership and management
The headteacher is determined to raise standards and bring about school improvement.
With the strong support of her deputy headteacher, she has worked exceptionally hard
to create a school in which pupils want to learn. In particular, the stimulating learning
environment in classrooms and around the school contributes to pupils' enjoyment of
learning. The significant improvement in the tracking of pupils' progress and its impact
on rapidly improving achievement is a clear indication of the school's good capacity
to improve. An accurate, realistic and honest self-evaluation of the school's performance
4Inspection Report: West Rise Community Infant School, 89 November 2006
has resulted in the school working effectively with outside agencies, such as the
'Working with Others Project' with Brighton University. The headteacher has supported
effectively the development of subject leaders in their roles in monitoring teaching
and learning. As a result, they are now in a stronger position to identify strengths and
areas for improvement. However, not all staff have consistently supported or
implemented a number of new policies aimed at school improvement. The monitoring
role of the governing body has been improved so that they now have a much clearer
picture of the school's effectiveness. Governors are equally adamant that raising
standards is the school's key priority.
5Inspection Report: West Rise Community Infant School, 89 November 2006
Any complaints about the inspection or the report should be made following the procedures
set out in the guidance 'Complaints about school inspection', which is available from Ofsted’s
6Inspection Report: West Rise Community Infant School, 89 November 2006
Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4
How effective, efficient and inclusive is the provision of education, integrated
care and any extended services in meeting the needs of learners?
How well does the school work in partnership with others to promote learners'
2The quality and standards in the Foundation Stage
3The effectiveness of the school's self-evaluation
2The capacity to make any necessary improvements
Effective steps have been taken to promote improvement since the last
Achievement and standards
3How well do learners achieve?
reached by learners
How well learners make progress, taking account of any significant variations between
groups of learners
3How well learners with learning difficulties and disabilities make progress
Personal development and well-being
How good is the overall personal development and well-being of the
2The extent of learners' spiritual, moral, social and cultural development
2The behaviour of learners
3The attendance of learners
2How well learners enjoy their education
3The extent to which learners adopt safe practices
2The extent to which learners adopt healthy lifestyles
2The extent to which learners make a positive contribution to the community
How well learners develop workplace and other skills that will contribute to
their future economic well-being
The quality of provision
How effective are teaching and learning in meeting the full range of the
How well do the curriculum and other activities meet the range of needs
and interests of learners?
3How well are learners cared for, guided and supported?
Grade 1 - Exceptionally and consistently high; Grade 2 - Generally above average with none significantly
below average; Grade 3 - Broadly average to below average; Grade 4 - Exceptionally low.
7Inspection Report: West Rise Community Infant School, 89 November 2006
Leadership and management
How effective are leadership and management in raising achievement
and supporting all learners?
How effectively leaders and managers at all levels set clear direction leading
to improvement and promote high quality of care and education
How effectively performance is monitored, evaluated and improved to meet
How well equality of opportunity is promoted and discrimination tackled so
that all learners achieve as well as they can
How effectively and efficiently resources, including staff, are deployed to
achieve value for money
The extent to which governors and other supervisory boards discharge their
Do procedures for safeguarding learners meet current government
NoDoes this school require special measures?
NoDoes this school require a notice to improve?
8Inspection Report: West Rise Community Infant School, 89 November 2006
Text from letter to pupils explaining the findings of the inspection
- Thank you very much for making us feel so welcome when we came to your school. We
enjoyed talking with you very much. Your school is getting better all the time and we think
that it is satisfactory. Because we feel you still need to improve your reading, the school
may have a visit from another inspector in the future just to check up on how well you are
doing. There are some things which we thought were good about your school and these
- You enjoy school and you behave well. At lunchtimes you show very good manners and are
- You know how important it is to eat healthy foods and to keep fit and healthy.
- You like the clubs that you can attend after school.
- Teachers and other adults look after you really well.
- Your headteacher is working very hard to make your school the very best it can be. There
are a few things that we think would make your school better too. These are:
- You need to work much harder with your reading in particular and teachers need to help
you by telling you how you can improve your reading.
- Teachers need to plan work which is not too easy and not too hard for you, but makes you
have to think. Teachers need to tell you exactly how much work you should be doing in
- Teachers need to tell you much more about how you can improve your work and make sure
you know your targets. You can help of course by asking them.
9Inspection Report: West Rise Community Infant School, 89 November 2006