School etc

West Rise Junior School

West Rise Junior School
Chaffinch Road
Langney
Eastbourne
East Sussex
BN237SL

01323 764037

Headteacher: Mr Michael Fairclough Ba Hons Pgce

Website: www.westrise-jun.e-sussex.sch.uk

School holidays for West Rise Junior School via East Sussex council

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235 pupils aged 7—10y mixed gender
240 pupils capacity: 98% full

115 boys 49%

7y368y289y2610y23

120 girls 51%

7y258y309y3510y32

Last updated: June 19, 2014


Primary — Community School

URN
114467
Education phase
Primary
Establishment type
Community School
Establishment #
2143
OSGB coordinates
Easting: 562428, Northing: 102692
GPS coordinates
Latitude: 50.801, Longitude: 0.30364
Accepting pupils
7—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Nov. 28, 2013
Region › Const. › Ward
South East › Eastbourne › Langney
Area
Urban > 10k - less sparse
Free school meals %
15.70

Rooms & flats to rent in Eastbourne

Schools nearby

  1. West Rise Community Infant School BN237SL (210 pupils)
  2. 0.5 miles Langney Primary School BN237EA (488 pupils)
  3. 0.6 miles The Bishop Bell Church of England Mathematics and Computing Specialist School BN237EJ (1024 pupils)
  4. 0.7 miles Shinewater Primary School BN238ED (423 pupils)
  5. 0.7 miles The Causeway School BN238EJ (802 pupils)
  6. 0.9 miles Tollgate Community Junior School BN236NL (377 pupils)
  7. 0.9 miles Highfield Junior School BN229BX
  8. 0.9 miles Hazel Court School BN238EJ (88 pupils)
  9. 0.9 miles Heron Park Community Primary School BN229EE
  10. 0.9 miles Heron Park Primary Academy BN229EE (323 pupils)
  11. 1 mile The Haven Voluntary Aided CofE/Methodist Primary School BN235SW (340 pupils)
  12. 1.2 mile Hampden Park Infant School BN229RB
  13. 1.2 mile Stone Cross School BN245EF (420 pupils)
  14. 1.3 mile St Andrew's Church of England Infants School BN227PP (299 pupils)
  15. 1.5 mile Roselands Infants' School BN228PD (269 pupils)
  16. 1.5 mile Parkland Junior School BN229QJ (242 pupils)
  17. 1.5 mile Parkland Infant School BN229QJ (180 pupils)
  18. 1.5 mile Stafford Junior School BN228UA (411 pupils)
  19. 1.5 mile Eastbourne Technology College BN229RQ
  20. 1.5 mile The Eastbourne Academy BN229RQ (621 pupils)
  21. 1.6 mile Oakwood School BN220SS
  22. 1.6 mile Pevensey and Westham CofE Primary School BN245LP (396 pupils)
  23. 1.6 mile The Lindfield School BN220BQ (79 pupils)
  24. 1.6 mile Eastbourne College of Arts and Technology BN212UF

List of schools in Eastbourne


School report

West Rise Junior School

Chaffinch Road, Langney, East Sussex, BN23 7SL

Inspection dates 28–29 November 2013
Overall effectiveness This inspection: Good 2
Previous inspection: Good 2
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Outstanding 1
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 achieve well throughout the school and
Teaching is consistently good and is often
Senior leaders have made sure that any
Pupils’ behaviour in lessons and around the
in a wide variety of subjects. The standards
pupils reach by the time they leave have risen
substantially in recent years and are now
above average. This indicates that pupils
make good progress from their starting
points.
outstanding. Teachers use questioning very
well, have high expectations of pupils and are
knowledgeable and enthusiastic about their
subjects.
relative weaknesses in teaching have been
remedied quickly and effectively.
school is outstanding. They show extremely
positive attitudes to learning and have many
opportunities to take on responsibility.
Pupils have no concerns about bullying and
The headteacher, his senior team and all the
The school makes very good use of its unique
Governors have a good knowledge and
know exactly what to do to prevent it from
occurring.
staff and governors have a clear vision for their
school. They are passionately committed to
ensuring that pupils reach the highest
standards possible and benefit from a broad
and stimulating education.
site. The curriculum promotes all aspects of
pupils’ spiritual, moral, social and cultural
development extremely well, providing pupils
with many different, exciting experiences.
understanding of how well the school is doing,
and what senior staff have done to improve
the quality of teaching.
Achievement is not outstanding because not
Teachers do not always provide pupils with
enough pupils reach the highest levels in
English and mathematics by the time they
leave the school.
detailed enough comments about their work,
or give them sufficiently regular opportunities
to respond fully to their comments.
Not all parents and carers fully appreciate the
success of the school’s systems for ensuring
that pupils behave well and that bullying is
tackled effectively, and a small number do not
feel that the school pays enough attention to
their concerns.

Information about this inspection

  • The inspectors observed 10 lessons, three of them together with school leaders, for varying
    amounts of time, observing all the classes in the school and all the teachers who were present
    during the inspection at least once. They also made shorter visits to a number of other lessons
    and other activities, looked at pupils’ written work, listened to pupils read, attended an
    assembly, and visited some of the school’s after-school clubs.
  • Inspectors held discussions with groups of pupils, the vice chair and another member of the
    governing body, and members of staff. They held informal discussions with a number of parents
    and carers. The lead inspector also met the headteacher of the neighbouring infant school and
    spoke by telephone with a representative of the local authority.
  • The inspectors observed the school’s work and looked at a range of documents, including the
    school’s information on pupils’ attainment and progress, and data on attendance. They examined
    safeguarding procedures and records of the school’s own lesson observations, as well as the
    school’s self-evaluation, performance management and planning documents.
  • In planning and carrying out the inspection, inspectors took account of 34 responses to the
    Ofsted online survey Parent View which were submitted before or during the inspection. They
    also considered the results of the school’s most recent survey of pupils’ views, as well as a letter
    received from a parent or carer and 26 questionnaires completed by members of the teaching
    and support staff.

Inspection team

Robin Gaff, Lead inspector Additional Inspector
Janet Watson Additional Inspector

Full report

Information about this school

  • This is a smaller than average-sized primary school.
  • Most pupils are of White British heritage.
  • The proportion of pupils who speak English as an additional language is below the national
    average.
  • More than two fifths of the pupils are eligible for the pupil premium, which is additional funding
    provided for children in local authority care, children with a parent or carer in the armed services
    and those known to be eligible for free school meals. This proportion is well above the national
    average. There are no pupils with a parent or carer in the armed services currently on roll.
  • The proportion of disabled pupils and those with special educational needs who are supported
    through school action is well above the national average. About one in seven pupils is supported
    through school action. The proportion of pupils, about one in 12, who are supported at school
    action plus or have a statement of special educational needs is above the national average.
  • The school meets the government’s current floor standards, which set the minimum expectations
    for pupils’ attainment and progress.
  • There have been several changes of staff since the school’s last inspection, including of teachers
    holding posts of responsibility.
  • The school has substantially developed its facilities for outdoor learning in recent years, including
    a large wetland area, ‘The Marsh’, leased from the local council, which forms the habitat of a
    variety of species of wild bird, as well as sheep and a small herd of water buffalo.
  • The remains of a major Bronze Age settlement have been discovered on the school’s site, and a
    replica village of the period is currently under construction.

What does the school need to do to improve further?

  • Raise achievement to outstanding by ensuring that teachers always give pupils:
    sufficiently detailed comments on their work so that pupils understand exactly what they have
    done well and the next steps they need to take to make their work even better
    regular opportunities to respond to teachers’ comments by correcting or extending their work.
  • Improve the effectiveness of the ways in which the school communicates with parents and
    carers in order to ensure that all of them:
    fully understand how the school makes sure its pupils are well behaved and deals with any
    rare instances of bullying
    have every confidence that the school listens to their concerns.

Inspection judgements

The achievement of pupils is good
  • Pupils throughout the school achieve well in reading, writing, mathematics and a variety of other
    subjects.
  • Pupils join the school with levels of attainment which are broadly in line with national averages,
    although they are rising. The standards they reach in English and mathematics by the time they
    leave, as represented by their performance in national assessments at the end of Year 6, have
    risen substantially in recent years, and at a faster rate than found in schools nationally. As a
    result, pupils’ overall attainment is now consistently above the national average. Their results
    indicate that all groups of pupils, including those who speak English as an additional language,
    make good progress from their starting points.
  • The standards reached in English in the 2013 national assessments by those pupils who were
    eligible for the pupil premium were broadly in line with those of other pupils in the school and of
    all pupils nationally. In mathematics, these pupils were about half a term behind others in the
    school and all pupils nationally.
  • This, together with the good progress these pupils had made from their starting points,
    demonstrates the school’s success in using the additional pupil premium funding, for example by
    providing individuals with small-group and one-to-one teaching. It also shows how well the
    school is promoting equality of opportunity.
  • Disabled pupils and those with special educational needs make progress which is at least as
    good as that of their classmates. This is because the headteacher carefully monitors how well
    they are doing and, working closely with class teachers and other adults in and outside of the
    school, makes sure that they receive the support they need in order to succeed.
  • Pupils have a good grasp of phonics (the links between letters and the sounds they make)
    because teachers give them a good grounding in this important skill. This enables them to read
    aloud fluently and accurately, showing a good understanding of the text. Pupils talk
    enthusiastically about their favourite books, covering a wide range of topics. Pupils also enjoy
    writing and have many good opportunities to write well, at length and in a variety of styles and
    genres, about the different topics about which they are learning. Examples of this include pieces
    of writing about the Tudors, and the school’s unique setting. This has resulted in a collection of
    poems written by pupils, ‘If a water buffalo could sing’, being published locally.
  • The school has identified and successfully addressed the reasons for a small dip in results in
    mathematics this year. As a result, current pupils are making good progress in mathematics as
    well as in reading and writing. Pupils, including those who are more able, gain a good grasp of
    mathematical principles and techniques, such as problem solving. For example, Year 4 pupils
    very rapidly mastered the processes necessary to accurately calculate the perimeter of a
    rectangle, thanks to the teacher’s lively and thorough explanations and her excellent use of
    questioning to check and develop pupils’ understanding.
  • Pupils make at least good and often outstanding progress in subjects such as science,
    geography, art and music. The high quality of pupils’ singing and of their artwork as well as their
    having gained a national award for sculpture provide typical examples of this.
  • Pupils’ progress in and enthusiasm for all these areas of learning, and the wide range of skills
    they develop, show how well they are prepared for the next stage of their education.
  • Senior leaders know that for achievement to be outstanding, more pupils need to reach the
    higher Levels 5 and 6 in English and mathematics by the end of Key Stage 2, and have put in
    place measures which are ensuring that current pupils are on track to do so.
The quality of teaching is good
  • Teachers have established very good relationships with pupils and have inspired them, in many
    cases, with their enthusiasm for and knowledge of the range of subjects they teach. They have
    high expectations of pupils in terms of both work and behaviour, and ensure that lessons move
    along at a good pace.
  • Pupils benefit from a good variety of activities during lessons, including small-group discussions,
    practical work and whole-class debates. Teachers make sure that tasks are well adapted to meet
    the needs of all the pupils in their classes, including disabled pupils and those with special
    educational needs, so that lessons usually provide pupils with sufficient challenge. Teachers
    work closely with teaching assistants and other adults to ensure that all pupils play a full part in
    classroom activities.
  • Teachers’ use of questioning is a particular strength. Teachers check pupils’ understanding
    thoroughly throughout lessons and use open-ended questions to encourage pupils to think
    deeply about topics. Teachers also make very good use of pupils’ answers to prompt further
    discussion and learning. An excellent example of this was when the teacher accompanying pupils
    on a visit to The Marsh expertly used pupils’ own observations to help them gain an in-depth
    understanding of how the wind enables reeds to scatter their seeds.
  • Teachers regularly and carefully assess the quality of pupils’ work, making sure that any who are
    at risk of falling behind are identified quickly and given the extra support they need. They mark
    pupils’ written work regularly, emphasising the need for accuracy and good presentation,
    including when completing writing and mathematical tasks.
  • Pupils know how well they are doing and what they need to do to reach their targets. Teachers
    do not always, however, give pupils sufficiently detailed feedback to enable them to know
    precisely what they have done well and the next steps they need to take to improve their work.
    Teachers do not give pupils frequent enough opportunities to respond to their written
    comments, for example by writing corrections or including more detail in their writing.
  • Teaching is almost always at least good and has improved since the school’s last inspection.
    Over time, however, there has not been enough outstanding teaching to enable pupils to make
    consistently excellent progress.
The behaviour and safety of pupils are outstanding
  • Pupils say that they enjoy school a great deal and are extremely proud of it. They are very keen
    to tell visitors about its special features and how much they benefit from them, and are
    articulate and self-confident without being in the least arrogant.
  • Pupils show excellent attitudes in class. They are exceptionally keen to learn and listen avidly to
    what their teachers and their classmates have to say. Pupils are eager to answer questions and
    to take part in discussions, and do so in a mature and self-disciplined way.
  • Around and outside the school, pupils behave very sensibly and safely, for example when using
    playground equipment. They are extremely considerate of and caring towards one another,
    especially when they realise that someone younger than themselves needs help. Pupils from
    different backgrounds get on very well together, and there is no trace of any discrimination.
  • Pupils report that they feel completely safe in school and have no concerns whatsoever about
    bullying. They know what it is, though, and are very much aware of the potential dangers posed
    by misuse of information and communication technology (ICT), such as cyber bullying. Pupils
    show an extremely mature understanding of why disputes occur and what to do to resolve them.
    They also fully understand how to keep safe from potential hazards relating to the school’s
    environment, knowing, for example, that the presence of reeds indicates deep water.
  • The school has put in place very successful measures to improve the attendance and behaviour
    of the small number of pupils for whom either of these has been a cause for concern. Pupils
    were very proud to introduce Max the (toy) Attendance Water Buffalo to their visitors.
The leadership and management are good
  • The dynamic and highly enthusiastic headteacher works effectively and harmoniously with his
    senior team and has succeeded in sharing his passion for improving pupils’ achievement and
    their well-being with all the staff. Senior leaders have accurately judged the quality of what the
    school does and its impact on pupils’ performance, and have acted decisively to eliminate any
    examples of weak teaching. Working closely with the governing body, senior leaders have
    identified appropriate priorities for further development. They manage the staff’s performance
    very well.
  • Staff, including those who are new to the profession or to their positions of responsibility,
    embrace their challenging but realistic targets for improvement and confirm the effectiveness of
    the support and training they receive.
  • The school works well with others in the vicinity, including the neighbouring infant school as well
    as local secondary schools, to ensure that pupils make smooth transitions between different
    stages of their education. The local authority has provided good quality, light-touch support for
    the school, for example by providing training, at the school’s request, for new governors and on
    specific aspects of the curriculum.
  • Pupils benefit from a rich and diverse curriculum which enables them to make extremely
    productive links between different aspects of learning, including reading and writing, the creative
    arts, history and science. Pupils are given many opportunities to take responsibility, for example
    as committee members and play leaders, and learn how to manage their own budgets, a
    proportion of which they raise themselves. In Year 6, they are given an early insight into the
    world of work by visiting speakers representing various occupations and professions.
  • Pupils also benefit from a large variety of after-school clubs, including different sports and
    physical activities such as cheer-leading, capoeira and, occasionally, clay-pigeon shooting,
    expertly led and carefully supervised by specialists. The school has made very good use of the
    additional sports premium funding to introduce new sports, for example girls’ rugby, which is
    already succeeding in increasing pupils’ participation in healthy activities and raising their levels
    of performance.
  • All but a very few parents and carers are supportive of the school, many of them highly so.
    Almost all believe that their children are well taught and that they receive appropriate homework
    for their age. A very large majority agree that their children are happy in school. Nevertheless,
    despite a considerable body of evidence to the contrary, a small number of parents and carers
    are not convinced that the school makes sure its pupils are well behaved, or deals effectively
    with bullying, or responds well to any concerns they may raise. School leaders, and the
    governing body, are fully aware of the need to improve systems for ensuring that parents’ and
    carers’ concerns in these respects are firmly allayed.
  • The governance of the school:
    Since the last inspection, the governing body has improved the effectiveness with which it
    supports and challenges school leaders. Governors, including those who have been elected
    relatively recently, bring a good range of experience and expertise to their role, and are keen
    to update their knowledge by undertaking relevant training. Governors visit the school
    frequently and share their findings from these visits to good purpose. They know how well the
    school is doing and how pupils’ results compare with those of their peers in other schools.
    They are very much aware of the quality of teaching and what senior staff have done to
    improve it, including through performance management and by making sure that any pay
    increases are closely related to achievement of the school’s targets. Governors know how the
    additional pupil premium and sports funding is being used to improve pupils’ achievement and
    enhance their well-being. They make sure that all requirements with regard to safeguarding
    children are met. Their careful management of the school’s finances has enabled leaders to
    achieve the school’s ambition to provide pupils with an innovative and inspiring environment in
    which they can thrive. These factors, together with leaders’ strong commitment to and
    success in bringing about improvement, demonstrate the school’s capacity to improve still
    further.

What inspection judgements mean

School

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 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
improvement
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 114467
Local authority East Sussex
Inspection number 426584

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

Type of school Junior
School category Community
Age range of pupils 7–11
Gender of pupils Mixed
Number of pupils on the school roll 234
Appropriate authority The governing body
Chair Angus Scott
Headteacher Mike Fairclough
Date of previous school inspection 26–27 November 2008
Telephone number 01323 764037
Fax number 01323 764575
Email address office@westrise-jun.e-sussex.sch.uk

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