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This is a good school. Pupils make good progress because teaching across the school is typically good and some is outstanding. By the time they leave the school, pupils consistently attain levels in reading and writing which are above those expected for their age.
Pupils make good progress during lessons because activities are usually interesting and creative. The work in pupils' writing and topic books shows that pupils are making good progress in their learning. The support for disabled pupils and those with special educational needs is good and planned group work ensures they achieve well.
Behaviour is good and pupils have high expectations of their own beh...aviour. This contributes to the good progress they make. The pupils feel safe and the school provides very good support and care for them.
The school is warm and welcoming and staff are proud to be part of it. They recognise their accountability and make the most of the good opportunities for training that are available. Pupils learn a very good range of subjects that are linked well through the topics they study.
Their learning in humanities is impressive. Leadership is good because senior leaders, including governors, know how well the school is doing and what it needs to do to improve further. It is not yet an outstanding school because : A small proportion of girls do not attain levels as high as boys in mathematics by the end of Key Stage 2.
Not enough of the quality of teaching over time is outstanding. Not all teaching, particularly in mathematics, challenges the most able pupils to further enhance their skills. Inspectors agree with some of these pupils who say they find the work too easy.
Information about this school
The school is a smaller than average-sized primary school, but numbers are increasing. There are six classes; one in each of Reception, Year 1, Year 2 and Year 3, and a mixed Years 4/5 and Years 5/6 class. The proportion of disabled pupils and those with special educational needs supported through school action is above average, as is the proportion who are supported at school action plus or have a statement of special educational needs.
Some of these pupils have specific learning difficulties, whilst others have speech, language and communication needs. Almost all pupils are of White British heritage. A very small proportion of pupils are represented from minority ethnic backgrounds, as are pupils whose first language is not English.
Only a small number of pupils are supported by the pupil premium funding which provides additional funding for children in the care of the local authority, children of parents serving in the armed services and pupils eligible for free school meals. The school is a member of a local partnership with several other local primary schools. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress.
