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This is a good school Leaders have an accurate understanding of the strengths and development needs of the school.
They have taken effective action to continue to improve the school and ensure that it goes from strength to strength. Pupils who have special educational needs (SEN) and/or disabilities have their needs met well. The special educational needs coordinator (SENCo) is highly effective in ensuring that appropriate provision is in place for pupils.
As a result, pupils who have SEN and/or disabilities thrive and make good progress from their starting points. Effective provision for pupils' spiritual, moral, social and cultural education permeates all la...yers of school life. As a result, pupils are confident and prepared well for the next stages of their education.
Teachers use good subject knowledge to plan lessons across the curriculum which excite and engage pupils. They are effective in assessing pupils' understanding, but they do not consistently challenge the most able pupils. Most pupils make good progress from their starting points.
In the 2017 national assessments, higher proportions of pupils attained age-related expectations in reading, writing and mathematics at the end of both key stage 1 and key stage 2 than seen nationally. However, the most able pupils did not make as much progress as other pupils, particularly in reading and mathematics. Pupils behave well.
They are keen to participate in their lessons. They are courteous and polite. Pupils enjoy the space and the many facilities offered by the extensive school grounds.
Children get off to a good start in the early years. The highly skilled staff and stimulating environment ensure that there are myriad exciting opportunities for children to investigate and learn together. As a result, children make good progress from their starting points.
In this way, they are prepared well for Year 1.
Information about this school
The school meets the government's current floor standards, which set the minimum expectation for pupils' attainment and progress in English and mathematics. The school is larger than the average-sized primary school.
Early years and key stage 1 pupils are in one building, and key stage 2 pupils in another building on the same site. Years 1 and 2 have expanded to three classes, but other year groups contain two classes per year group. Most pupils are White British.
Gypsy, Roma and Traveller pupils comprise a significant group within the school population. The proportion of pupils known to be eligible for pupil premium funding is below average. The proportion of pupils who have SEN and/or disabilities is lower than average, although the proportion of pupils who have a statement of special educational needs or an education, health and care (EHC) plan is slightly higher than average.
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