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This is a good school Leaders, including governors, have established an inclusive school in which pupils gain confidence, skills and knowledge in their learning and play.
The governing body has a comprehensive understanding of the school's context and effectiveness. Governors use this information well to challenge and support leaders in their work. Most subject leaders are effective in their work.
They check the quality of education carefully and, where necessary, act to bring about improvements. A few subject leaders who are newer to their roles are not yet as effective. Pupils behave well.
They are respectful of each other and of adults. Leaders mak...e sure that the few pupils who need help in making the correct behavioural choices receive appropriate support and that their conduct improves. Leaders have ensured that pupils feel safe and are well cared for.
This is particularly true of pupils who need additional support. Learning support assistants provide suitable guidance and help to pupils who need it. Pupils' attendance has improved and is good.
Leaders act swiftly if a pupil's attendance begins to fall. However, a small number of pupils do not attend school as often as they should. Leaders, including governors, are diligent in making sure that additional funding to support pupils with special educational needs and/or disabilities (SEND) and pupils who are disadvantaged is effectively spent.
The quality of teaching, learning and assessment is improving and is good. Teachers know pupils well and plan learning that interests pupils and leads to them making good or securely improving progress in most subjects and classes. In 2018, pupils made progress in reading and writing that was in line with other pupils nationally by the end of key stage 2.
Current pupils are making good progress in these subjects. Pupils' achievement in mathematics fell in 2018 and was not good. Leaders have taken appropriate action to improve how mathematics is taught and pupils are making improving, but not yet good, progress.
However, some teachers do not provide sufficiently challenging work for most-able pupils in mathematics. Pupils typically make good or improving progress in subjects other than English and mathematics. In a small number of classes, teachers' expectations of what pupils can achieve in humanities subjects are not high enough.
Information about this school
The school is smaller than the average-sized junior school. Most pupils are of White British heritage. The proportion of children and pupils whose first language is believed not to be English is in line with the national average.
The proportion of pupils for whom the school is in receipt of the government's pupil premium funding is broadly average. The proportion of pupils with SEND is broadly average. The proportion of pupils who have an education, health and care plan is above average.
