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This is a good school The school is rapidly improving since the appointment of the headteacher, other senior leaders and the establishment of an experienced and highly knowledgeable improvement board. School leaders and the trust have a good understanding of the strengths and weaknesses of the school. They have taken effective action to remove previous weak teaching and strengthen leadership.
Leaders are highly aspirational, promoting many opportunities through numerous extra-curricular activities to widen pupils' horizons. Middle leaders are developing well in their roles, contributing to developing a rich curriculum in their areas of subject responsibility and in the... monitoring of teaching. Current pupils are making good progress in reading, writing and mathematics as a result of strong teaching.
Additional funding is deployed well to ensure that disadvantaged pupils and those with special educational needs and/or disabilities (SEND) are also doing well. Teachers plan appropriately for their needs and deploy additional support effectively. Leaders promote pupils' spiritual, moral, social and cultural development and British values very well through lessons and assemblies.
Attendance is improving following a concerted focus by leaders on tackling persistent absence. Pupils said that they feel safe in school. This view was confirmed by parents.
Middle leaders are not yet sufficiently familiar with the assessment tool developed by leaders to track pupils' progress. Most teaching is effective in setting work that takes account of pupils' different starting points and providing stretch and challenge, including for the most able. Teaching is not consistently good in all classes.
Where, for example, all pupils have the same level of spelling challenge, it is too hard for some and too easy for others. There are times when teachers' expectations for the presentation of written work are not consistent enough. Most pupils behave well and take responsibility for their personal conduct.
However, the behaviour of pupils in one year group is not as good as elsewhere. A minority of parents expressed well-founded concerns about how consistently behaviour is managed in this year group. A few parents said that communication was not as good as it could be and that the school does not take sufficient account of their concerns.
Information about this school
Race Leys junior school is smaller than the average-sized primary school. The school is in the lowest 20% of all schools for the proportion of girls on roll. The proportion of disadvantaged pupils is above the national average.
Very few pupils are from minority ethnic groups or speak English as an additional language. The proportion of pupils with SEND is below the national average but rising over time. The proportion of pupils with an education, health and care plan is above the national average.
The school is part of The Griffin Schools Trust. The trust disbanded the governing body in March 2018 and replaced it with an improvement board, overseen by an executive trust board. The current chair of the improvement board is also the chief executive officer of the Griffin Trust.
The headteacher and other senior leaders have all been appointed since the school was last inspected. Assessment information from the infant school indicates that attainment is higher than is typical for their age when pupils join the junior school. In last year's Year 6 cohort of 60 pupils, none had been identified as low attaining when they left the infant school four years previously.
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