School etc

West Wittering Parochial Church of England School

West Wittering Parochial Church of England School
Pound Road
West Wittering
West Sussex

phone: 01243 513015

headteacher: Mrs Susan O'boyle Bed, Ma Ed, Npqh

reveal email: off…

school holidays: via West Sussex council

107 pupils aged 4—10y mixed gender
105 pupils capacity: 102% full

55 boys 51%


50 girls 47%


Last updated: June 20, 2014

Primary — Voluntary Controlled School

Education phase
Religious character
Church of England
Establishment type
Voluntary Controlled School
Establishment #
OSGB coordinates
Easting: 477751, Northing: 98443
GPS coordinates
Latitude: 50.78, Longitude: -0.89854
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
May 15, 2013
Diocese of Chichester
Region › Const. › Ward
South East › Chichester › West Wittering
Town and Fringe - less sparse
Free school meals %

rooms to rent in Chichester

Schools nearby

  1. 1.5 mile East Wittering Community Primary School PO208NH (237 pupils)
  2. 3 miles Birdham CofE Primary School PO207HB (150 pupils)
  3. 3.3 miles Thorney Island Community Primary School PO108DJ (147 pupils)
  4. 3.4 miles Mengham Junior School PO119ET (172 pupils)
  5. 3.5 miles Mill Rythe Junior School PO110PA (306 pupils)
  6. 3.5 miles The Hayling College PO110NU (545 pupils)
  7. 3.5 miles Mill Rythe Infant School PO110PA (173 pupils)
  8. 3.6 miles Mengham Infant School PO119DD (164 pupils)
  9. 4 miles The Choir School of Our Lady and St John PO110AD
  10. 4.2 miles Chidham Parochial Primary School PO188TH (109 pupils)
  11. 4.3 miles Bosham Primary School PO188QF (194 pupils)
  12. 4.3 miles Sidlesham Primary School PO207NL (129 pupils)
  13. 4.6 miles Southbourne Infant School PO108JX (175 pupils)
  14. 4.6 miles Southbourne Junior School PO108JX (223 pupils)
  15. 4.9 miles Bourne Community College PO108PJ (742 pupils)
  16. 5.2 miles Emsworth First School PO107NN
  17. 5.3 miles Glenwood School PO107NN (88 pupils)
  18. 5.4 miles Emsworth Primary School PO107LX (190 pupils)
  19. 5.4 miles Emsworth Middle School PO107LX
  20. 5.5 miles Fishbourne CofE Primary School PO193QS (202 pupils)
  21. 5.6 miles St James Church of England Controlled Primary School PO107PX (235 pupils)
  22. 5.6 miles Manhood Community College PO209EH
  23. 5.6 miles The Academy, Selsey PO209EH (527 pupils)
  24. 5.7 miles Medmerry Primary School PO200QJ

List of schools in Chichester

School report

West Wittering Parochial

Church of England Primary School

Pound Road, West Wittering, West Sussex, PO20 8AJ

Inspection dates 15−16 May 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 Good 2
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

Consistently good and sometimes outstanding
Senior leaders have successfully raised
Pupils have very positive attitudes to school.

teaching, with strengths in the teaching of
reading, helps all pupils, including those who
need extra help, to make good progress in
reading and writing.
expectations so that pupils are increasingly
reaching higher levels of attainment in
English by the time they leave the school in
Year 6, and these have risen since the last
Attendance has improved since the last
inspection. Senior leaders, including members
of the governing body, are ambitious for the
school. Staff morale is high and staff work
together as a strong team towards the
school’s priorities.
Pupils are polite and their behaviour is good.
Senior leaders check up regularly on pupils’
The headteacher, assistant headteacher and
They feel safe and well cared for. They are
particularly good at working together as ‘talk
partners’ and are supportive of each other.
progress and give extra help to any at risk of
falling behind in their learning.
the governing body have an accurate picture of
the school’s strengths and weaknesses. They
have worked hard to successfully strengthen
teaching and sustain good achievement since
the last inspection, demonstrating the school’s
capacity to improve.
Teaching is not outstanding and does not
Occasionally, work does not match pupils’
There are too few opportunities for pupils to
promote exceptional progress.
different abilities and may be too difficult for
some and too easy for others.
use their mathematical skills in other
Progress in mathematics is not as strong as it
In some lessons, teachers’ explanations are too

is in reading and writing.
long and these limit the time pupils have to
work on their own.
Inspection report: West Wittering Parochial Church of England Primary School, 15−16 May 2013 2 of 9

Information about this inspection

  • Inspectors observed 10 lessons or parts of lessons taught by six teachers and one assembly. All
    lessons were jointly observed with the headteacher.
  • Activities relating to the teaching of disabled pupils and those who have special educational
    needs were also observed.
  • Meetings were held with senior leaders, staff and members of the governing body. In addition,
    the lead inspector talked with one representative from the local authority.
  • The lead inspector talked with pupils, listened to them read and observed pupils at play during
    break and lunch times.
  • The lead inspector observed the school’s work, and looked at a number of documents, including
    the school’s information on pupils’ progress for the current school year and previous three years,
    pupils’ work and notes of visits made by the school adviser. The inspector also looked at self-
    evaluation and school improvement documentation, planning, assessment information,
    documentation on the management of teachers’ performance and school policies and records
    relating to behaviour, safety and attendance. The school’s safeguarding procedures were also
  • The inspection took account of the 53 responses to the on-line parent questionnaire (Parent
    View), and 15 replies to the staff questionnaire. The views of 16 parents and carers were sought
    at the start of the school day as they brought their children to school. The lead inspector
    received one email and one letter from a parent.
  • During the inspection, Year 6 pupils were participating in Key Stage 2 standard assessment
    tests. As a result, fewer observations of Year 6 lessons were seen as the year group was not
    participating in the normal timetable. Year 6 was subject to an in-depth work scrutiny to support
    evidence provided by the school as to how well the pupils achieve.

Inspection team

Wendy Forbes, Lead inspector Additional inspector
Inspection report: West Wittering Parochial Church of England Primary School, 15−16 May 2013 3 of 9

Full report

Information about this school

  • West Wittering Parochial Church of England Primary School is much smaller than an average-
    sized primary school.
  • With the exception of the single-age Year 2 class, all other pupils are taught in mixed-age
    classes including those in the Early Years Foundation Stage who are taught in the same class as
    pupils in Year 1.
  • Almost all pupils are White British.
  • The proportion of pupils known to be eligible for the pupil premium, which provides additional
    funding for pupils known to be eligible for free school meals, those in local authority care and
    those with parents in the armed forces is below average.
  • A below-average proportion of pupils is supported by school action plus or with a statement of
    special educational needs.
  • The school meets the current government floor standard, which sets the minimum expectations
    for pupils’ attainment and progress.
  • The school does not use any alternative or off-site provision.
  • Since the last inspection the school has undergone a range of minor building works including the
    provision of a large oak-framed housing in the Early Years Foundation Stage outdoor learning
    area and two large play structures in the main playground areas.

What does the school need to do to improve further?

  • Raise pupils’ standards in mathematics so that they are consistently good across the school and
    pupils make good or better progress by:
    extending opportunities for pupils to use their skills in mathematics in other subjects
    ensuring that teachers provide mathematical activities that provide just the right level of
  • Increase the proportion of outstanding teaching through the school by ensuring that:
    lesson introductions and explanations are not too long so that pupils get more time to work on
    their own and find things out for themselves.
Inspection report: West Wittering Parochial Church of England Primary School, 15−16 May 2013 4 of 9

Inspection judgements

The achievement of pupils is good
  • Children enter the Early Years Foundation Stage with skills and abilities in speech and language
    often below those typical for their age. Carefully planned activities in the Reception and Year 1
    class ensure most make good progress. The youngest achieve particularly well in the three prime
    areas of communication and language, physical development and personal, social and emotional
    development and enjoy their learning. Writing enthusiastically about imaginary dinosaurs,
    children composed, extended and edited their work. As one child said, ‘It’s OK to make mistakes,
    because that’s how you learn.’
  • Small, fluctuating numbers in all year groups mean that published data needs to be interpreted
    with caution. However, since the last inspection, the tracking system the school has developed
    shows clearly that most pupils achieve well, making good progress from Year 1 to Year 6.
  • By the end of Year 6, pupils reach above-average standards in reading and writing and broadly
    average standards in mathematics. Improvements are as a result of the successful drive to
    improve literacy skills. Progress has also been increased by teachers’ consistent and detailed
    analysis of pupils’ abilities, the tailored support provided and consistently good teaching.
  • Improving rates of progress are enabling more pupils to achieve even higher standards.
    However, pupils do not make the same progress in mathematics as they do in reading and
    writing. This is because pupils do not always have opportunities to develop their basic skills in
    mathematics in other subjects.
  • In 2012, a below-average proportion of pupils attained the expected standard in the Year 1
    national screening for phonics (linking letters and sounds). However, the focus on early reading
    and the broad range of reading strategies taught ensures that all pupils including these younger
    ones read well.
  • Most pupils, including those who need extra help, progress well because teachers set work that
    closes any gaps in their knowledge and skills. However, occasionally, in mathematics lessons,
    some activities do not always challenge pupils sufficiently. This means that a few pupils do not
    always make fast enough progress.
  • Pupils who benefit from pupil premium funding reach similar levels of attainment to other pupils
    in the school in English and mathematics. Tailored support ensures that progress is comparable
    to their peers. In addition, the school has taken effective steps to ensure that these pupils are
    supported in their personal needs. Nevertheless, because of other, sometimes more complex,
    needs, the attainment gaps between these and other pupils vary from one or two terms behind
    in English and mathematics to, in some cases, one or two terms ahead of other pupils.
The quality of teaching is good
  • Typically, teaching is good, sometimes outstanding, as seen in a Years 3 and 4 mathematics
    lesson. Enthusiastic pupils, galvanised by their equally enthusiastic teacher, quickly solved their
    ‘jumbled multiplactions’. Further challenging fraction problems set enabled pupils to draw on
    their impressive knowledge of calculations and tables to solve them.
  • Teaching in the Reception and Year 1 class is very effective. Planning is good and gives children
    an appropriate balance of activities they can select for themselves and those directed by adults,
    promoting independence in learning well.
  • The most effective teaching is where teachers use good subject knowledge to plan lessons that
    take account of what pupils already know. They make clear what pupils are expected to learn.
    However, in a few lessons, teachers’ introductions and explanations are too long. On these
    occasions, progress slows because pupils have insufficient time to work on their own and find
    things out for themselves.
  • Improved use of assessment information to plan lessons and personal targets help pupils to
    build on what they know and can already do. Activities are generally planned well to pupils’
    needs. However, there are a few occasions when tasks do not challenge pupils enough and
    there are limited opportunities to extend the use of basic mathematical skills in other subjects.
    This means that learning is sometimes slower than it might be for a few pupils.
Inspection report: West Wittering Parochial Church of England Primary School, 15−16 May 2013 5 of 9
  • The best learning happens when teachers have high expectations of learning and behaviour, as
    seen in a literacy lesson. Good use of ‘talk partners’ helped pupils to share and develop ideas to
    write, edit and extend a story opener.
  • Pupils have clear targets. As they get older, they develop a greater awareness of what this
    means, how targets are met and relate to what they are learning.
  • Discussions with pupils and a scrutiny of their work also show that teaching has been effective
    over time. Effective marking usually gives guidance on how pupils could improve their work.
    Classrooms and corridors feature high quality displays stimulating learning and showcasing most
    pupils’ work well.
  • Teaching promotes pupils’ spiritual, moral, social and cultural development very well, for
    example by encouraging pupils to reflect on how their behaviour can affect other people. They
    also take steps to widen pupils’ view of the world, so that the pupils can begin to understand
    different cultures and beliefs.
The behaviour and safety of pupils are good
  • There is a welcoming atmosphere throughout the school. Pupils are proud of their school and
    this is reflected in their good conduct, manners and punctuality. It makes the school a happy
    place where pupils enjoy being and learning.
  • Teachers manage pupils’ behaviour well. They create a positive climate for learning and promote
    pupils’ spiritual, moral, social and cultural development very effectively. As a result, relationships
    among most pupils are strong. They work well together and are happy to contribute to lessons
    and listen carefully to each other. Pupils say that lessons are hardly ever disrupted by any poor
    behaviour. Very occasionally, when the pace in a lesson slows, a few pupils become fidgety and
    start to chat among themselves.
  • Pupils are well aware of the differing kinds of bullying, such as name calling and talk in detail
    about the dangers of using the internet and how to counteract these. Although a very small
    minority of parents and carers expressed some concerns in the on-line questionnaire over
    behaviour and bullying, pupils are extremely confident that behaviour is typically good and that
    bullying is rare and extremely well dealt with when reported.
  • Pupils and most parents believe rightly that the school is a safe place where pupils can learn,
    develop social skills and gain positive insights into how people get on well together in harmony
    and cooperation.
  • The school has worked hard to raise attendance, which is now higher than at the time of the last
    inspection. It is currently above average and there is no persistent absence.
The leadership and management are good
  • The headteacher successfully demonstrates strong ambition for the school, which harnesses the
    commitment and support of staff. Their questionnaire returns show strong support. Leaders and
    managers are very clear about strengths and priorities and recognise what aspects of teaching
    work well and what needs improving.
  • However, leadership and management are not outstanding because there is not enough
    outstanding teaching and mathematics is not as strong as English.
  • An improved progress tracking system is used effectively to regularly check individual progress in
    reading, writing and mathematics and reported to governors. This means that any dips in
    performance are being identified and early action taken.
  • Staff have clear and ambitious targets to achieve. These are based on the effective self-
    evaluation of school needs, as well as supporting individual professional development. There is a
    good match between how well staff are financially rewarded and how well pupils achieve.
Inspection report: West Wittering Parochial Church of England Primary School, 15−16 May 2013 6 of 9
  • The broad curriculum makes a good contribution to pupils’ personal development, especially in
    the promotion of their very effective communication skills, enjoyment of learning and positive
    behaviour. Activities which involve pupils’ learning about others’ beliefs help to promote
    tolerance and understanding. Continued investment in reading books, new laptop technology
    and developments in the Early Years Foundation Stage outdoor area have all helped to further
    enhance pupils’ learning.
  • Spiritual, moral, social and cultural development is very well promoted through dedicated
    opportunities for reflection in assemblies, extra-curricular clubs, special events and opportunities
    to represent the school as a Green Ambassador or as a member of the school council.
  • Care is taken to ensure that disabled pupils and those with special educational needs, and those
    who attract the pupil premium, have full and equal access to learning and are able to achieve
  • The local authority rightly identifies this as a school needing only light touch support; but, when
    needed, it is effective.
  • Safeguarding procedures meet statutory requirements.
  • The governance of the school:

Governors bring a wealth of experience and expertise to their roles. They benefit from training

and are well placed to challenge the leaders, holding them to account for the school’s
performance. They fully support the drive to improve teaching and raise achievement.

Governors understand the school’s performance data and how the school compares with

others. They make sure teachers’ pay and promotion are justified by pupils’ progress and
achievement. They keep a close check on school finances, including the pupil premium, to

make sure it is spent in the best interests of pupils.

Inspection report: West Wittering Parochial Church of England Primary School, 15−16 May 2013 7 of 9

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 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
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.

Inspection report: West Wittering Parochial Church of England Primary School, 15−16 May 2013 8 of 9

School details

Unique reference number 126000
Local authority West Sussex
Inspection number 411995

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

Type of school Primary
School category Parochial (Controlled)
Age range of pupils 4−11
Gender of pupils Mixed
Number of pupils on the school roll 103
Appropriate authority The governing body
Chair Stephen Blamire
Headteacher Susan O’Boyle
Date of previous school inspection 13−14 October 2009
Telephone number 01243 513015
Fax number 01243 513452
Email address reveal email: off…


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