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This is a good school The commitment and vision of the headteacher have been fundamental to recent good school improvement.
She is ably supported by the assistant headteachers, the governing body and trustees. Middle leaders are knowledgeable about their subjects. They do not play a full part in improving teaching because they do not visit lessons often enough.
Pupils are taught well and make good progress. Teachers have high expectations and regularly check pupils' progress so that they can adapt work to meet individual pupils' needs. Pupils' attainment is rising in the current year, especially in English.
Pupils develop new skills quickly in reading... and writing, with the most able challenged well. In mathematics, work is not consistently demanding enough for the most able. Too little attention is given to some aspects of the mathematics curriculum, such as the development of reasoning skills.
Pupils who have special educational needs (SEN) and/or disabilities are supported well and make good progress. The happy atmosphere in school reflects the way that leaders value and respect all members of the community. Disadvantaged pupils make good progress most of the time, but leaders are not sufficiently evaluative when analysing the impact of the pupil premium on outcomes.
Pupils' behaviour in lessons and around the school is good. They feel safe and take good care of each other. They are friendly, polite and courteous.
Work in and out of lessons makes a strong contribution to pupils' spiritual, moral, social and cultural development. Key values, such as tolerance, citizenship and responsibility, are strongly promoted and are reflected in all aspects of the school's work. The school enriches learning very successfully by providing a high number of clubs, visits and visitors.
These contribute enormously to pupils' great enjoyment of school. The school has a strong partnership with parents and carers. Most are very happy with the school.
Information about this school
This is larger than the average-sized junior school, with 16 single-age classes. It became a standalone academy in October 2010. The school is managed by a board of trustees and the governing body.
Most pupils are from White British backgrounds. The proportion of pupils who have SEN and/or disabilities is above average. The proportion of disadvantaged pupils supported by the pupil premium is below average.
The school met the government's current floor standards, which are the minimum expectations for pupils' attainment and progress in reading, writing and mathematics. The school meets the Department of Education's definition of a coasting school based on key stage 2 academic performance in 2015, 2016 and 2017. The school has had a new leadership team since September 2016, when a new headteacher and two assistant headteachers were appointed.
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