A Brighton school has retained its good rating from Ofsted in a report published at the end of last week.
Inspectors from the independent watchdog visited Saltdean Primary School, in Chiltington Way, early last month.
In their report published on Thursday (8 January) they said: “This is a good school.
“School leaders have ensured that the school’s overall effectiveness has remained good since the last inspection.
“Pupils enjoy learning. They make good progress, often better in reading and mathematics. They achieve well as a result of consistently good and sometimes outstanding teaching, particularly in year 6 where attainment is frequently above average.
“A rising trend of attainment in years 1 and 2 in the last three years indicates that younger pupils now make good progress from their starting points, with increasing proportions reaching above national standards. This is an improvement.
“The provision for disadvantaged pupils and those with disabilities and special educational needs is effective and ensures they make similar progress compared with other pupils.
“Pupils behave well in and around the school and feel safe. They are polite, friendly and respectful to both adults and other pupils alike. Safeguarding arrangements are thorough and contribute well to pupils’ learning.
“The school provides a wide range of activities to develop pupils’ spiritual, moral, social and cultural awareness successfully and contributes well to pupils’ learning. Pupils are well prepared for life in modern Britain.
“Strong leadership from the head teacher and a highly effective leadership team is a key strength.
“Leaders regularly monitor pupils’ progress and information is used quickly to address any potential underachievement.
“Senior leaders and the governors are united in their clear vision for moving the school forward and, consequently, the school is well placed to improve still further.”
The report said: “It is not yet an outstanding school because there is not enough outstanding teaching throughout the school to ensure pupils, particularly the most able, make as much progress in writing as they do in reading and mathematics.”
It added: “Teachers do not always ensure that pupils follow their advice after their work is marked.
“The early years provision requires improvement. Weaknesses in teaching and in assessing children’s understanding and level of ability mean activities are not always matched to learning needs.
“Outdoor learning does not provide sufficient challenge in all areas of learning.”
