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This is a good school Since the previous inspection, senior leaders have raised the quality of teaching and assessment to improve pupils' progress.
This work is now evident across all subjects. Leadership of the early years is also effective. The revitalised governing body has been instrumental in improving the school.
It both challenges and supports school leaders; governors are proud and yet uncompromising about the school's development. Staff are committed to providing pupils with a balance of excellent care and guidance and academic challenge across a range of subjects. This prepares pupils well for secondary school.
Pupils in all year groups make... good progress. Leaders make effective use of coaching and monitoring to target support wherever needed. Teachers know the pupils very well and capture pupils' interests.
Teaching is good overall, although while some teaching provides exactly the right balance of challenge and practice, it can vary. For instance, where staff subject knowledge is weaker, progress is less strong. Teaching improves pupils' skills strongly in reading, writing and mathematics, as well as in other subjects, including physical education (PE) and music.
Pupils with special educational needs and/or disabilities (SEND) do well because care is taken to plan work that meets their individual needs. Pupils' attendance has improved over time, and this reflects the importance placed on it by leaders and staff. It is now above average for all groups of pupils.
Pupils show great respect, tolerance and kindness towards others. They are very well behaved and willing to work hard. Leaders ensure that pupils are very well cared for, and make excellent provision for their personal development.
In the early years, the good provision in the Nursery and Reception classes means that children make strong progress and are very well prepared for Year 1. Pupils in the additional resource provision do well because of careful curriculum planning, high-quality interaction and excellent care and support. The school works well with parents and carers to raise standards.
A small number feel that more could be done for all of the school's pupils and those with most need.
Information about this school
The school is larger than most primary schools. The proportion of pupils with SEND is above average.
The proportion of pupils supported by the pupil premium is well above average. The majority of pupils speak English as an additional language. Pupils come from a wide range of ethnic backgrounds.
The largest group of children is from Black or Black British – African backgrounds, with children from White British backgrounds forming the next sizeable ethnic group. The school has a 17-place additional resource base called The Base. All pupils in the base are identified as having autistic spectrum disorder and are taught in one of two classes.
