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This is a good school All pupils make at least good progress from their different starting points.
Many pupils achieve standards securely above those expected for their age in mathematics, reading and writing. Pupils with special educational needs make good progress because the school provides very effectively for their needs. Teachers know their pupils very well and as a result they plan learning that accurately targets the next steps in learning.
Where this high-quality teaching is at its best, pupils are making substantial and sustained progress across the school in many subjects, including mathematics, reading and writing. Pupils are real ambassadors for t...heir school. They are very keen to help and support one another.
They have excellent attitudes to learning and apply themselves very well to their lessons. Children in the early years make outstanding progress from their starting points. They rapidly gain skills across all the early learning goals.
This prepares them very well for Year 1. The early years leader provides stimulating and exciting activities that capture the imagination of the children and as a result learning time is fully capitalised upon. The headteacher is an outstanding leader.
Together with the assistant headteacher, she has successfully secured good and outstanding teaching across the school. She is relentless in addressing areas for improvement and knows precisely what needs to be done to secure further improvement. Other school leaders, including the governing body, support the headteacher very well.
They share the same determination to improve the provision for all pupils. They are rigorous and uncompromising in securing this goal. It is not yet an outstanding school because : Not all teaching is yet of the same inspirational quality as the very best teaching in the school.
As a result, not all pupils make the same sustained and substantial progress as their peers. Not all pupils, particularly the most able, get enough opportunities to excel and gain deep understanding in a range of subjects across the curriculum other than in English and mathematics.
Information about this school
Gretton Primary Academy is a smaller-than-average school.
Most pupils are White British. The proportion of pupils who have special educational needs or disability is below average. The proportion of pupils supported by the pupil premium is well below average.
The pupil premium is additional funding for pupils known to be eligible for free school meals and those who are looked after by the local authority. The school meets the current government floor standards, which set the minimum requirements for pupils' attainment and progress in reading, writing and mathematics by the end of Year 6. The school is part of the Brooke Weston Trust.
The arrangements for governance are a local governing body that has responsibility for teaching and learning. The trust retains responsibility for the premises and the financial management of the school. The headteacher and assistant headteacher are relatively new to their roles and joined the school at or after Easter 2014.
