Good Ofsted report with outstanding touches

Headteacher Jonathan Morris and some of his students

A team of inspectors led by Clare Gillies spent two days at the school in Broad Street, Cuckfield, and staff said they were delighted with the report that was published.

Ms Gillies found the school to be ‘good’ overall and ‘outstanding’ when it came to leadership and management, and the development, behaviour and welfare of the students.

Chairman of governors Jonathan Ash-Edwards said: “The overwhelming support of parents certainly impressed the inspection team. The report reads so well and it is a ringing endorsement of the staff’s work towards our vision of ‘world class’ in all we do.”

Ms Gillies said comments from parents made reference to how much their children enjoyed school life and how happy they were at Warden Park. Another said the school had given her child ‘amazing life skills’ along with improved confidence and self-esteem.

The vast majority – 95 per cent – who responded to Ofsted’s Parent View survey, said they would recommend Warden Park to another parent.

Headteacher Jonathan Morris said: “We found the inspection accurately assessed our school. We agree with the relatively minor areas of improvement and in fact had already identified these points to the inspection team.”

He added: “If you add all these positives to the fact that 82 per cent of our students achieved A*-C in English and maths last year, we really have a lot to celebrate!”

In her report, Ms Gillies heaped praise on the students, saying: “Pupils behave extremely well both in lessons and around the school. They are considerate, thoughtful and keen to do well. Their relationships with staff are mutually respectful.”

She added: “In three years, the enthusiastic headteacher and senior leaders have raised standards in all years at the same time as protecting the school’s very special culture and atmosphere.”

Looking at areas which required improvement, she said: “The questions posed in lessons are sometimes not challenging enough to stretch pupils’ thinking and extend their understanding.”

She added: “A few differences between disadvantaged pupils’ progress and that of other pupils still remain to be tackled.”

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