Alfriston School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their school. They feel safe at Alfriston. They are welcoming to visitors and keen to share their thoughts when asked for an opinion.

Older pupils shine in classrooms and display a quiet confidence in their work. Children in Reception get off to a flying start because the quality of the school's early years provision is high.

Pupils thrive here.

Adults have high expectations of them and put them first in every way. Pupils achieve very well because of this. Those with special educational needs and/or disabilities (SEND) are as successful as their peers.

Pupils also have high expectations of themselves. They are curious and determin...ed. They are hungry to learn new things.

They frown on poor behaviour, which is rare. Mistakes are allowed, but kindness is always expected.

The school's work to enrich pupils' lives and develop their experiences beyond the classroom is noteworthy.

Sport, drama and music are a daily feature. Breaktimes are energetic and enlivened further by rehearsals for performances to come. Pupils relish ongoing success in sporting events, often against other schools.

Aspirations are limitless. The importance of teamwork and collaboration is understood. Everybody is encouraged to contribute.

No one gets left behind here.

What does the school do well and what does it need to do better?

This is a school where high standards matter. Leaders at all levels have a clear vision for the school.

Staff have bought into this and are positive about their work. Those in positions of governance know the school well and provide effective oversight of all aspects of the school's work.

The curriculum meets the needs of pupils extremely well.

It has been thoroughly reviewed since the school's last inspection. It encourages pupils to think and learn as artists, geographers and scientists. The curriculum challenges them to think for themselves.

It is successful in the school's intention to develop children from early years through to Year 6 as reflective, lifelong learners.

The school's curriculum starts in Reception. Children settle quickly to their journey of learning which is well thought through and delivered by expert staff.

Staff help children to understand and follow the routines that are in place. Early barriers to learning are quickly identified and addressed. Staff support children from disadvantaged backgrounds well.

The school's excellent early reading and mathematics programmes start here. The impact is clear to see in the confidence children have developed prior to their move into Year 1.

The school's reading programme has been given much thought.

It enables pupils to become successful readers while developing their interests across the whole curriculum. Those who struggle with the early stages in becoming fluent readers are supported well. Key staff are skilled and effective in their work to identify gaps and address any obstacles pupils need to overcome.

Due to this, pupils love reading. Well-thumbed books of every kind litter the school. Children in Reception marvel at atlases.

Older pupils share their thoughts on favourite authors with total conviction.

Pupils with SEND do well here because their needs are constantly assessed and understood. Staff adapt learning to suit all pupils, though expectations of what can be achieved are equally high for everyone.

Notably, pupils themselves are understanding of the needs of others because empathy and respect for difference are actively promoted.

The school's work to prepare pupils for life beyond the school gates is of high quality. Pupils have an age-appropriate understanding of diversity and equalities.

The school's personal, social and health education programme is truly bespoke in nature. It prepares pupils well for their transfer to secondary education. This is not least because it has been designed in close partnership with experts from local primary and secondary schools.

Pupils' behaviour and attitudes to school are impressive. They learn how to recognise and cope with anxiety. Strategies such as breathing deeply and 'pressing pause' are known and used successfully when things are not going so well.

Character development and building pupils' confidence and resilience have a high priority. Staff actively target pupils with experiences that challenge and extend them. These include opportunities to play a musical instrument and act or sing in front of an audience.

Trips and educational visits are recalled by pupils with excitement. Visits to the opera, canoeing or the local ploughing match are on their list of favourites. Multiple opportunities to lead or contribute to school life are available.

The eco committee and school council have a high profile. Older pupils act responsibly because they know they are role models for others in the school.

Safeguarding

The arrangements for safeguarding are effective.