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This is a good school. Pupils from all groups achieve well in English and mathematics so that attainment is above average by the end of Year 6. The lively, relevant curriculum ensures pupils thoroughly enjoy most lessons.
Teaching is good because pupils learn in a very active style, which holds their attention well. Pupils' spiritual, moral, social and cultural development is exceptionally good. Pupils thrive on the responsibilities they are given and delight in the very wide range of extra activities.
Pupils' behaviour is good and they feel very safe in school. Good development of vocabulary and communication skills is especially effective for pupils learning... English as an additional language. The headteacher has had a strong influence on improving teaching since the previous inspection.
Pupils now have a very much clearer idea of what they are expected to learn in each lesson. Governors are well informed and systematically review school achievements. It is not yet an outstanding school because : Although pupils take pride in their topic work, some activities in these lessons do not link clearly enough to specific skills which pupils should be learning.
In a small minority of lessons, teaching does not take enough account of what pupils have already learned. When pupils start a new school year, insufficient account is sometimes taken of previous learning and the work is, therefore, too easy. Middle leaders are not analysing information about pupils' progress in enough detail to see where they are succeeding and where they need support to improve.
Information about this school
The school is larger than the average sized primary school. Many more pupils are known to be eligible for the pupil premium than average. This is additional funding provided for pupils entitled to free school meals and those who are looked after by the local authority.
About two thirds of the pupils are of minority ethnic heritage. Almost half the pupils are learning English as an additional language, which is much higher than usual. The proportion of pupils with special educational needs supported through school action is lower than the national average.
The proportion of pupils who are disabled or have special educational needs supported through school action plus, or with a statement, is higher than average. The great majority of this group have speech, language and communication needs; other needs are behavioural, emotional and social difficulties, moderate learning difficulties or autistic spectrum disorder. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress.
