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Pupils achieve well over time, especially in reading and mathematics. Children make a good start in the Early Years Foundation and continue to make good progress as they move through the school. The quality of teaching over time is good.
In many classes the close partnership between teachers and support staff makes a very valuable contribution to the learning taking place. Pupils with disabilities and special educational needs make good progress because of the expert help and support they receive. Pupils behave well and are polite and friendly.
They say that they feel safe in school and understand how to stay safe. The vision an...d ambition of the interim headteacher and senior leaders in the school is having a significant impact on the quality of teaching and the progress pupils make. Governors provide very effective support and challenge to the school's leaders to help bring about school improvement.
They are well aware of what the school does well and its areas for improvement. The school provides high quality support to pupils whose attendance is low and for their families to help them ensure that their children attend regularly. As a result, attendance has improved significantly.
It is not yet an outstanding school because : Not enough pupils, particularly boys, make as much progress in writing as they do in reading and mathematics, and not enough more able pupils reach the higher levels at the end of Year 6 in writing. There is not yet enough high quality teaching across the school. Teachers do not always give clear guidance to pupils about how to improve their work.
Expectations for the presentation of work in pupils' books, particularly in writing, are not applied consistently across the school.
Information about this school
This is a larger-than-average-sized primary school. It has been growing since the previous inspection and now has three forms of entry.
The school has a further year of expansion to complete this development to have three forms of entry throughout. The majority of pupils are White British, with an above-average proportion from a wide range of other ethnic backgrounds. The proportion of pupils who speak English as an additional language is above average.
The proportion of pupils who are known to be eligible for extra funding through the pupil premium (funding provided, in this school, for looked-after children and those known to be eligible for free school meals) is below the national average. The proportion of pupils with special educational needs and/or disabilities supported through school action is well above the national average. However, the proportion of pupils supported by school action plus or with a statement of special educational needs is below the national average.
The proportion of pupils who join or leave the school other than at the normal time is above average, especially in Years 5 and 6. The school meets the government's floor standards, which set the minimum expectations for pupils' attainment and progress. The school is currently led by an interim part-time headteacher, who is also the head of another school, while the governing body explores all options to secure permanent leadership for the school.
