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This is a good school The commitment, drive and determination of the headteacher and senior leaders have brought about significant improvements over the last year.
Leaders and governors have an accurate view of the school's strengths and weaknesses and are taking the right actions to bring about and sustain further improvement. Monitoring by leaders and governors is accurate. Actions to improve the teaching of reading, writing and mathematics are taking effect and, consequently, teaching has improved.
There remain a few inconsistencies in the quality of teaching, which leaders are addressing effectively through training. Most current pupils are achieving well ...and making good progress from their starting points. However, work for the most able can lack challenge, which sometimes impedes the progress of these pupils.
Improved use of the pupil premium funding is diminishing differences between the achievement of current disadvantaged pupils and their peers in school and nationally. Differences are not yet eliminated. Children get off to a good start in the early years.
They enjoy a balance of activities that help them to make good progress in all aspects of their learning. However, adults sometimes do not take opportunities when children are choosing their own learning activities to provide additional challenge. Phonics is taught well and this provides pupils with a good foundation in reading skills.
.The school ensures that pupils are safe and well cared for at all times. Procedures for all aspects of safeguarding are robust.
Pupils behave well consistently. They are polite and confident and show a high degree of respect for one other, listening to each other's viewpoints and working collaboratively. Most take pride in their work, but a few do not present their work as neatly as they could.
The developing curriculum provides increasing interesting opportunities for pupils to apply their English and mathematics skills when learning other subjects. Pupils have enriching experiences that promote their spiritual, moral, social and cultural development well.
Information about this school
The school is larger than the average-sized primary school.
While most pupils are of White British heritage and speak English as their first language, the school has a diverse intake, incorporating a range of ethnic groups. The school provides full-time places for Reception children and part-time places for children in the Nursery class. The majority of children start school in the Nursery but around a third do so in Reception.
The proportion of disadvantaged pupils who are known to be eligible for support through the pupil premium funding is below the national average. The proportion of children who have SEN and/or disabilities is below the national average. The proportion that have an education, health and care plan is above.
Since the previous inspection, the school has experienced numerous changes in staff. This includes in the leadership of the school. Leaders have been receiving support from the headteacher of Woolenwick Infant and Nursery School, who is a local leader of education.
