Ofsted

raising standards improving lives

Unique Reference Number 114415
Local Authority East Sussex
Inspection number 311590
Inspection dates 15–16 October 2008
Reporting inspector Susan Orpin
This inspection of the school was carried out under section 5 of the Education Act 2005.
The registered childcare, managed by the governing body, was inspected under section 49 of the
Childcare Act 2006.
Type of school Primary
School category Community
Age range of pupils 4–11
Gender of pupils Mixed
Number on roll
School (total) 207
Government funded early education provision
for children aged 3 to the end of the EYFS
30
Appropriate authority The governing body
Chair David Jerrett
Headteacher Jackie Warren
Date of previous school inspection 8 November 2004
Date of previous funded early education
inspection
N/A
School address Harrisons Lane
Ringmer
Lewes
East Sussex
BN8 5LL
Telephone number 01273 812463
Fax number 01273 814796
© Crown copyright 2008
Website: www.ofsted.gov.uk
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
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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
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Inspection report: Ringmer Primary School, 15–16 October 2008 3 of 11
Introduction
The inspection was carried out by two Additional Inspectors.
Description of the school
Ringmer is a rural primary school of average size. The percentage of pupils eligible
for free school meals is below average. The proportion of pupils with learning
difficulties and/or disabilities is average, the most common difficulty being dyslexia.
Many pupils leave or join the school after the Early Years Foundation Stage (EYFS).
The school has gained the Active Mark Gold and Healthy Living awards. The privately
run Nursery on the school site was inspected at the same time, and the findings are
covered in a separate report.
Key for inspection grades
Grade 1 Outstanding
Grade 2 Good
Grade 3 Satisfactory
Grade 4 Inadequate
Inspection report: Ringmer Primary School, 15–16 October 2008 4 of 11
Overall effectiveness of the school Grade: 2
This a good school that is going from strength to strength. Pupils now progress well
through most classes, so by the time they leave, they achieve standards that are
mostly above average, although their performance in writing is not quite as good as
in other subject areas because they do not have enough opportunities to write in
different subjects. Their progress slows a little in the middle of the school, because
sometimes lessons are not quite as good as in other years. Standards have improved
in recent years because of the actions the school has taken to improve teaching,
pupils’ behaviour and the way in which their progress is assessed.
Pupils are proud of their school and the improvements that have happened. Their
personal development and well-being are good, and they usually behave well in
lessons and around the school. They care for each other, work together well and
enjoy school because most of their work is interesting. Pupils have a good
understanding of how to keep safe and healthy. Pupils readily undertake
responsibilities and contribute well to school life.
Teachers plan interesting lessons and choose topics that they know pupils will find
fascinating. For example, from the topic on The Swinging Sixties, pupils learned
about the music, food and fashions of the times by trying them out for themselves.
They thoroughly enjoyed the lesson about lunar landings and talked enthusiastically
about their memorable experiences a year later. Teaching has improved well since
the last inspection, although at times, lessons in the middle of the school are slightly
less engaging for pupils. The curriculum has also improved well so there is variety,
and links are made between subjects so learning is more relevant and real. All pupils
feel valued and safe because the pastoral care provided for pupils is outstanding.
The headteacher provides very clear direction and leaders at all levels have clear
responsibilities for raising standards, which have resulted in key improvements to the
school’s performance, although the full effects have yet to be seen as improvement
continues. The school has a very accurate picture of what needs to be done and an
outstanding capacity to do it. There have been good improvements to almost all
aspects of school life and the school continues to set itself high targets. Governors
are well informed and very supportive, but they also have high expectations for the
school’s performance and ask challenging questions. The school is well on the way to
being highly successful.
Effectiveness of the Early Years Foundation Stage Grade: 2
When children enter the school, they are broadly performing at the levels expected
for their age, although a wide range of abilities is represented. Girls have less well
developed number skills, while some boys are less well developed socially and
emotionally. Children make good progress in the Reception class, particularly in
linking sounds and letters, so that by the end of the year, many children are
exceeding some of the goals expected of them. Induction arrangements are good
and ensure that children settle quickly and easily through close and productive liaison
with the on-site Nursery and effective communication with parents. Those children
with specific difficulties are identified very early and well planned systems are put in
Inspection report: Ringmer Primary School, 15–16 October 2008 5 of 11
place to help them, including the support of outside agencies where relevant.
Children’s welfare is a high priority and its promotion is outstanding. The planning of
the school day is extremely well organised and teaching is carefully focused on
pupils’ needs. Staff work as a team and use a good range of methods and activities,
so children are happy and interested in their work. There is a good mix of childinitiated
and teacher-led activities, so pupils learn through work and play. Provision
in the Reception class is good and improving, and only a lack of opportunities to
become more independent is holding children back from exceptionally high levels of
progress. The leadership and management of the EYFS are outstanding because of
high standards of welfare and the strong and successful focus on improving
provision, the full effects of which have not yet been seen on rising standards.
What the school should do to improve further
􀂄 Improve teaching by making sure all lessons include interesting and engaging
activities.
􀂄 Improve pupils’ achievement in writing by including more opportunities to write
for a range of purposes within topics that interest pupils.
Achievement and standards Grade: 2
Standards in English, mathematics and science in Year 2 are above average,
reflecting an improvement on recent years and good progress given the starting
points for these pupils. The results in English, mathematics and science in Year 6
have improved over the last few years and standards are now above average.
Although the results in 2008 were lower, the pupils in this year group still made good
progress from lower starting points. The improvement in both Years 2 and 6 is the
result of the school’s strong focus on raising standards.
Pupils in the older years are now progressing more rapidly because they are
benefitting from better teaching. There are still some slight inconsistencies in pupils’
achievement in the middle of the school, which are steadily being eliminated. Pupils
achieve better standards in mathematics because lessons are often more interesting
than English. They make good progress in information and communication
technology (ICT). Pupils with learning difficulties and/or disabilities are supported
well and make good progress.
Personal development and well-being Grade: 2
Pupils clearly enjoy school and are proud of the changes that have happened in
recent years. Children in the Reception class are learning to understand their feelings
well. Older pupils are confident, readily expressing their opinions and listening
carefully to others. Most of the time their behaviour is exemplary, although there are
a small minority of pupils who do not do as they are told. Pupils’ moral and social
development is good and not surprisingly, pupils are very caring and work well
together. Bullying is rare. Pupils have a good knowledge of how to stay safe and
healthy, demonstrated in the healthy lunchtime choices and their enthusiastic
participation in physical education and after-school sports clubs. Pupils make a good
contribution to the community. For example, they eagerly raise funds for charities,
Inspection report: Ringmer Primary School, 15–16 October 2008 6 of 11
such as Genes for Jeans. Pupils’ good progress in literacy, numeracy and ICT and
their ability to work together in teams mean that preparation for their future lives is
good. Despite pupils’ willingness to undertake responsibilities, in some lessons they
are not involved well enough in taking responsibility for their learning.
Quality of provision
Teaching and learning Grade: 2
Teachers manage their pupils well most of the time and relationships are good. They
usually plan interesting and stimulating lessons, in which pupils participate keenly.
Teaching assistants are used well and they help pupils concentrate and understand
new ideas through good questioning and explanation. Teachers make good links with
other subjects and they use interactive whiteboards to help illustrate ideas and make
lessons more interesting. Teachers of Year 1 pupils make sure that the level and type
of work help pupils easily make the transition from the Reception class.
Generally, teachers make good use of their assessments to plan activities that are
suitably challenging for their pupils’ differing abilities. Occasionally, teaching is less
effective, especially in the middle of the school, because some lessons are less
interesting and activities are more tedious, so pupils are less motivated to learn.
Curriculum and other activities Grade: 2
Children in the EYFS learn the full range of areas for learning, both in the classroom
and outside. Teachers plan different topics to make sure they match pupils’ particular
needs and interests through discussion with pupils. The curriculum is enriched well
by a wide range of visitors and trips. Good use is made of the local environment (for
example the visit to Lewes Castle) and other local schools. Pupils with learning
difficulties, especially those who are dyslexic, and potentially disaffected pupils are
fully included and remain motivated to learn. The programme of personal, social and
health education makes a good contribution to pupils’ personal development. The
strong thematic approach is well established, but occasionally teachers do not make
full use of the opportunities to develop pupils’ writing. ICT is developing well, but is
not yet fully used to support pupils’ learning in other subjects.
Care, guidance and support Grade: 2
The pastoral care and support for pupils are outstanding. Pupils know they are
valued and feel safe at school. Procedures to ensure pupils’ safety are robust and
checks are regular. Pupils know who to go to if they have any worries and are
confident to do so. The support for vulnerable pupils is excellent. Their particular
needs are identified and met exceptionally well. Children are helped to settle into the
Reception class extremely well and the very close links with the local secondary
school mean pupils transfer very smoothly. Academic guidance for pupils has
developed well since the last inspection, but although there are regular assessments,
in some classes pupils are not sure what they need to do to improve.
Inspection report: Ringmer Primary School, 15–16 October 2008 7 of 11
Leadership and management Grade: 1
The headteacher provides very clear direction and a strong focus on raising
standards. The highly effective senior team has a developing range of expertise, so
together with the headteacher, they have improved standards and achievement
significantly, improved pupils’ behaviour well and successfully enabled Key Stages 1
and 2 teachers to work together effectively. Leaders at all levels have effectively
ensured that teachers mostly take responsibility for their pupils’ progress using
assessments to plan work that is usually challenging and interesting. The school has
set itself highly aspirational targets, demonstrating significant and ongoing
improvement. The school makes a good contribution to community cohesion through
assemblies, good relationships and opportunities for pupils to take responsibilities.
Links with the community are positive and there are close partnerships with parents,
most of whom are very supportive of the school. Governors make a strong
contribution to the direction of the school through high levels of support and
challenging expectations for continually rising standards.
Inspection report: Ringmer Primary School, 15–16 October 2008 8 of 11
Any complaints about the inspection or the report should be made following the
procedures set out in the guidance 'Complaining about inspections', which is available
from Ofsted’s website: www.ofsted.gov.uk.
Inspection report: Ringmer Primary School, 15–16 October 2008 9 of 11
Annex A
Inspection judgements
Key to judgements: grade 1 is outstanding, grade 2 good, grade 3
satisfactory, and grade 4 inadequate.
School
Overall
Overall effectiveness
How effective, efficient and inclusive is the provision of education,
integrated care and any extended services in meeting the needs of
learners?
2
Effective steps have been taken to promote improvement since the
last inspection Yes
How well does the school work in partnership with others to promote
learners’ well-being? 2
The capacity to make any necessary improvements 1
Effectiveness of the Early Years Foundation Stage
How effective is the provision in meeting the needs of children in the
EYFS? 2
How well do children in the EYFS achieve? 2
How good is the overall personal development and well-being of the children in
the EYFS? 2
How effectively are children in the EYFS helped to learn and develop? 2
How effectively is the welfare of children in the EYFS promoted? 1
How effectively is provision in the EYFS led and managed? 1
Achievement and standards
How well do learners achieve? 2
The standards1 reached by learners 2
How well learners make progress, taking account of any significant variations
between groups of learners 2
How well learners with learning difficulties and/or disabilities make progress 2
1 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.
Inspection report: Ringmer Primary School, 15–16 October 2008 10 of 11
Personal development and well-being
How good are the overall personal development and well-being of the
learners? 2
The extent of learners’ spiritual, moral, social and cultural development 2
The extent to which learners adopt healthy lifestyles 2
The extent to which learners adopt safe practices 2
How well learners enjoy their education 2
The attendance of learners 2
The behaviour of learners 2
The extent to which learners make a positive contribution to the community 2
How well learners develop workplace and other skills that will contribute to
their future economic well-being 2
The quality of provision
How effective are teaching and learning in meeting the full range of
learners’ needs? 2
How well do the curriculum and other activities meet the range of
needs and interests of learners? 2
How well are learners cared for, guided and supported? 2
Leadership and management
How effective are leadership and management in raising
achievement and supporting all learners? 1
How effectively leaders and managers at all levels set clear direction leading
to improvement and promote high quality of care and education 1
How effectively leaders and managers use challenging targets to raise
Standards 1
The effectiveness of the school’s self-evaluation 1
How well equality of opportunity is promoted and discrimination eliminated 1
How well does the school contribute to community cohesion? 2
How effectively and efficiently resources, including staff, are deployed to
achieve value for money 1
The extent to which governors and other supervisory boards discharge their
responsibilities 1
Do procedures for safeguarding learners meet current government
requirements? Yes
Does this school require special measures? No
Does this school require a notice to improve? No
Inspection report: Ringmer Primary School, 15–16 October 2008 11 of 11
Annex B
17 October 2008
Dear Children
Inspection of Ringmer Primary School, Lewes, BN8 5LL
Thank you for making us so welcome in your school. We enjoyed talking with you
and were impressed by how friendly, polite and confident you are. Your school is
giving you a good education. These are some of the good things we found out.
􀂄 You make good progress, although your writing is sometimes not as good as
your work in other subjects.
􀂄 You enjoy school and care for each other well.
􀂄 Most of you behave well, and you work and play together well.
􀂄 You know how to keep healthy and safe.
􀂄 You are mostly taught well, although some lessons in the middle of the school
are not quite as interesting as lessons in other years.
􀂄 Your work is planned in an interesting way and so topics are relevant and
fascinating.
􀂄 Adults take very good care of you so that you feel safe at school.
􀂄 Staff and governors are really good at knowing what needs to be done and
making sure that it happens, so your school has improved and continues to do
so.
To help your school get better, we have asked the adults to:
􀂄 make sure all your work in lessons is interesting and helps you to learn more
􀂄 help you do better in writing by choosing interesting opportunities for you to
write in lots of different subjects.
You can help by making sure you all behave well all of the time.
Yours sincerely
Sue Orpin
Lead inspector