Vale School, Worthing

Vale School, Worthing is a large primary school that has been judged to be performing at a strong standard overall in its latest full inspection. The school excels in attendance and behaviour, with high attendance, excellent behaviour, and a nurturing, inclusive culture. Pupils achieve very highly in national tests, particularly in reading, writing, mathematics, and phonics, with results consistently above national averages. The early years provision is also strong, providing a nurturing and ambitious environment where children flourish. The school is highly inclusive, with effective support for pupils with SEND and disadvantaged pupils, who make good progress. Leadership and governance are dedicated, with a clear vision and strong oversight. However, the inspection identified areas for improvement. While achievement is strong in core subjects and art, pupils do not deepen their understanding as consistently in some other subjects, such as religious education, history, and geography. Teaching and learning activities are not always consistently effective across the whole curriculum, and some variation exists between classes. In early years, some activities do not fully maximise learning opportunities. Additionally, staff wellbeing is a concern: while many staff feel valued, a minority do not, and some struggle with workload demands. Leaders are addressing this. This was a full inspection under the renewed Ofsted framework. The school has undergone significant change since the last inspection with the appointment of the current headteacher, David Tow. The school is larger than average, with 589 pupils, and serves a relatively affluent area with low deprivation and a low proportion of pupils eligible for free school meals (7.13%). The proportion of pupils with an EHC plan is below average (0.85%), and SEN support is close to average (11.88%). The school uses two unregistered alternative provisions. Safeguarding standards are met.

Strengths

• High attendance and excellent behaviour, with a nurturing and inclusive culture.
• Pupils achieve very highly in national tests, especially in reading, writing, mathematics and phonics.
• Strong early years provision that is nurturing, ambitious and focuses on phonics.
• Inclusive approach with effective support for pupils with SEND and disadvantaged pupils.
• Dedicated leadership and governance with a clear vision and strong oversight.
• Rich personal development opportunities, including pupil leadership and mental health support.
• Art and design is a particular strength, with pupils producing impressive work.
• Staff are generally well supported and receive effective training.

Areas for Improvement

• Teaching and learning not consistently effective across the whole curriculum.
• Pupils do not develop deep understanding in some subjects, such as religious education, history and geography.
• Some variation in curriculum delivery between classes.
• Early years activities do not always maximise learning opportunities.
• Staff wellbeing systems are not always effective, with a minority feeling undervalued and some struggling with workload.
• Disadvantaged pupils' performance gap remains in some areas, though progress is made.

Admissions: local authority offers data from the Department for Education. A school is oversubscribed when at least 5% of the families who put it first were not offered a place, and undersubscribed when everyone who put it first got in but 10% or more of its places were unfilled in the Department's school capacity survey (the latest survey is used for entry years it does not cover). Places: Department for Education, School capacity, from local authorities' annual survey as at 1 May. Each year is the one the school year ends in (2025 is 2024–25); the survey was not run in 2020. Places include sixth form places. Forecasts are the local authority's own for the school's planning area, an area it uses to plan places that is not the school's catchment area. The forecast starts from a head count in 2025; the dashed line is the Department's estimate of places in that area, including those the authority has firm plans for. Planned places are cumulative, and only those with firm plans are counted.

In 2024–25 pupils at Vale School, Worthing attended 95.8% of sessions (the national figure for primary schools was 94.8%). 5.4% of pupils were persistently absent, missing at least one session in ten (nationally 13.0%).

Sessions missed

Pupils persistently absent

Source: Department for Education, Pupil absence in schools in England. Each year is the one the school year ends in (2025 is 2024/25). Persistent absence means missing 10% or more of sessions; severe absence means 50% or more. No figures were published for 2019/20.

In 2024–25, 0.2% of pupils at Vale School, Worthing were suspended at least once (nationally 1.1%). No pupils were permanently excluded.

Pupils suspended at least once

Source: Department for Education, Suspensions and permanent exclusions in England. Each year is the one the school year ends in (2025 is 2024/25). A pupil can be suspended more than once, so suspensions per 100 pupils can be higher than the share of pupils suspended. Very small numbers are hidden by the DfE. Exclusion figures dropped in 2020 and 2021 because of school closures.

In 2025–26 Vale School, Worthing had 22.6 pupils for each teacher (the national figure for primary schools was 20.7). Of its teachers in 2024–25, 10.9% were no longer at the school a year later (nationally 15.7%).

Pupils per teacher

Teachers who left the school within a year

Source: Department for Education, School workforce in England. Each year is the one the school year ends in (2025 is 2024/25). Pupils per teacher counts full-time-equivalent pupils and teachers. Turnover is the share of a year's teachers (full-time equivalent) who were not at the school the following year, whether they moved to another school or left state-funded teaching. Turnover and sickness figures run one year behind the ratios. Sick leave is the share of teachers who took at least one day in the year, so it swings widely at small schools, where a few teachers can make it 0% or 100%. The national figures are for all state schools of the same type.

In 2025–26, 10.0% of pupils at Vale School, Worthing were on SEN support (nationally 15.4%) and 0.9% had an education, health and care (EHC) plan (nationally 4.1%).

Pupils by main type of need

Source: Department for Education, Special educational needs in England (the 2025–26 school census). SEN support is extra help in school without an EHC plan. National figures are for all state-funded primary schools. Counts are as published, with small numbers not hidden.

In 2025–26 Vale School, Worthing received £5,870 and spent £6,001 for each of its 579 pupils. It ended the year with reserves of £243,000 (£420 per pupil).

Income per pupil

Spending per pupil

Source: Department for Education, Financial Benchmarking and Insights Tool. Each year is the one the financial year ends in (2024 is 2023–24).

• Primary Schools
• Secondary Schools

All schools in Worthing · West Sussex local authority: places and applications

What is Vale School, Worthing's Ofsted rating?

The latest Ofsted rating for Vale School, Worthing is Expected standard, from an inspection in September 2026.

When was Vale School, Worthing last inspected by Ofsted?

Vale School, Worthing was last inspected in September 2026.

How many pupils does Vale School, Worthing have?

Vale School, Worthing has 579 pupils on roll.

What age range does Vale School, Worthing cover?

Vale School, Worthing for pupils aged 4 to 11.

What are Vale School, Worthing's SATs (KS2) results?

In 2025, 69% of Year 6 pupils met the expected standard in reading, writing and maths.

Where is Vale School, Worthing?

Vale School, Worthing is at Vale Avenue, Worthing, West Sussex, BN14 0DB.