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Shoreham Village School : Ofsted Report

21-22 November 2007
Reporting Inspector: 
Robert Ellis HMI
Description of the school: 

Shoreham is a smaller than average primary school that serves the village of
Shoreham and the surrounding area of West Kent. The proportion of pupils who have
learning difficulties and/or disabilities is similar to other schools. The school has
recently completed building work, providing three new classrooms and a hall for
lunches, assembly and physical education (PE) use, so that it is no longer located on
two sites separated by a public road. Pupils are taught in mixed-age classes, except
in the Reception Year. The school has previously experienced some instability in
staffing. The headteacher was appointed in January 2007.

Overall effectiveness and Average across all judgements

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Leadership, management and capacity for school improvement

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Overall achievement & academic performance

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Care, Guidance and Personal development

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Ofsted assessment

Shoreham provides a satisfactory quality of education and has several good features.
It is a happy school where every pupil is valued and well cared for. Those
responsible for leading and managing the school are not complacent and recognise
that, although some aspects of the school's work are good and others are improving,
there remain areas for development. Standards are rising and most pupils, regardless
of their background or ability, make at least satisfactory progress and are on track to
achieve challenging individual targets.
Pupils' personal development is good. They enjoy school and this is shown by their
good behaviour, positive attitudes and the way they care for each other. They say
they feel safe and well cared for and demonstrate that they understand the need to
be healthy. The older pupils develop good personal qualities and are good role
models for younger children. There are good opportunities for pupils to contribute to
their own and the wider community.
Teaching is satisfactory and improving and increasingly enables pupils to achieve well
in lessons and make good progress towards their targets. However, pupils are not
always sufficiently challenged or involved in assessing their own progress. The school
recognizes that it is important to continue to develop consistently good or better
teaching throughout the school to build on recent improvement. The curriculum is
satisfactory because it is broad and balanced and meets the needs of pupils, but the
school has identified that it could be better, so that there are stronger links between
subjects and a more consistent approach to developing numeracy and literacy skills,
and is working hard to improve it. Care, guidance and support are good and pupils
say that they are well supported and know who to turn to if they have a problem.
Parents are very supportive and the overwhelming majority say that their children
enjoy school, feel safe and make good progress.
Leadership and management are satisfactory. Those responsible for leading and
managing the school have a clear picture of its strengths and areas for development.
The school has good data on most aspects of its work and these are analysed well to
identify strengths and areas for improvement. Recent improvements to assessment
and tracking systems make it easier for teachers to get a quick and accurate picture
of an individual pupil's progress and to intervene at an early stage when the risk of
underperformance is evident. Governors have strengthened their capacity to hold the
school to account for the standards it achieves. The positive impact of the actions
taken to address previous weaknesses and the recent increase in the pace of
improvement demonstrate a good capacity for further improvement.

What can be improved

  • Build on improvement in teaching and learning to make lessons even more
    interesting and challenging so that pupils can all learn as well as possible.
  • Involve pupils more actively in assessing their own learning.
    A small proportion of schools whose overall effectiveness is judged satisfactory but
    which have areas of underperformance will receive a monitoring visit by an Ofsted
    inspector before their next section 5 inspection.

Achievement and standards

Grade: 3

The attainment of pupils joining the school varies from year to year but most
children start school with attainment that is close to average. Pupils make good
progress in the Reception class so that by the time they start Year 1 most have
achieved or exceeded the goals expected for their age in all areas of learning. Pupils
make satisfactory progress in Key Stage 1 and results in 2007 were above average
and exceeded the school's targets. Since the last inspection, the school's results in
the national tests for pupils at the end of Year 6 have varied considerably. The small
size of each cohort means that the performance of each pupil has a significant
impact on the school's overall results. The 2007 test results showed that pupils made
satisfactory progress in relation to their starting point and achieved average
standards in English, mathematics and science, although the school's ambitious
targets were not met. The sound progress pupils make in developing their key
literacy and numeracy skills prepares them satisfactorily for the next stage of their
education.

Progress of Special Needs learners, and equality of opportunity

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Behaviour & attendance of learners

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Curriculum and Teaching

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