A SHOREHAM school is striving to improve, having been downgraded in a recent Ofsted report.
Shoreham Beach Primary School was been graded ‘requires improvement’, having previously been awarded outstanding.
Head teacher Bob Woodman said she and her staff were striving to meet the new Ofsted framework’s criteria to be judged as a good school in 18 months time.
She said: “I think it is key that we get the message across that the Ofsted framework has changed dramatically.”
The school, in Shingle Road, has received three outstanding judgements from Ofsted over the years, however, these were as a first school and under a previous Ofsted framework.
Although it is now much harder for any school to be graded as outstanding, the head teacher and governors acknowledged the judgement of ‘requiring improvement’ was both fair and honest.
Miss Woodman said the progress of the children, particularly in key stage two had been too slow ever since the school began to change from being a first school in 2008.
That was why many strategies had been put in place since her arrival two years ago, she added.
These strategies were working and further strategies would be put in place and monitored by the governors and county advisers, she said.
The post Ofsted action plan will be rigorous and staff will strive relentlessly to make improvements.
Miss Woodman was also pleased to see the areas for development were exactly what the school had themselves already identified and indeed was working to improve.
She said: “An action plan is already being put in place and, as the report itself, said, ‘staff are resolutely committed to doing their best for every pupil’.”
The school was inspected in early July by a team of three inspectors.
The behaviour and safety of pupils was graded as good, but the achievement of pupils, quality of teaching, and leadership and management were all graded as requires improvement.
Inspectors said too few pupils had made good progress, particularly in mathematics.
In lessons, work was sometimes too easy for some pupils, especially the more-able, and the pace was too slow.
Although leaders had put appropriate systems in place to raise achievement, some pupils were still catching up.
But it was noted the school was a happy and harmonious place where pupils behaved well and felt safe and cared for.
Staff were ‘resolutely committed to doing their best for every pupil’, the report said, and teamwork was strong, with a shared vision.