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The school provides a good standard of education for all its pupils.
Pupils' attainment by the end of Year 5 in English and mathematics is above that expected nationally of this age group and represents good progress from their below average starting points. Provision in the Early Years Foundation Stage is good. Consequently, pupils settle into routines quickly and make good progress.
Pupils' attendance levels are high as compared with national rates, and the school engages exceptionally well with parents and carers. They speak in glowing terms of the approachability of staff and of the information and support the school gives them. Parents and carers say that their children are known very we...ll as individuals.
A typical comment was that 'The staff are friendly and caring. Both my children love school and I know that they are being well looked after while they are in their care'. In this caring environment pupils say very readily how safe they feel at school.
They feel free from bullying, and can explain clearly what they understand about such things as road safety, safety on the internet and 'stranger danger'. The school's own evaluation of its strengths and areas for improvement is accurate. The areas for improvement noted at the previous inspection have been addressed effectively.
Through the 'Can-Do' committee and various other channels, pupils now have more opportunities to offer their views on matters that concern them, and can point to areas where their influence has made a difference. Teachers now make good use of what they know about pupils' capabilities to ensure that work is very closely tailored to their needs and interests and offers the appropriate level of challenge. The school has good capacity to improve further.
Although pupils are well prepared overall to take their places in the working world, their skills in information and communication technology are only satisfactory. The school's equipment is not sufficiently up-to-date to allow pupils to maximise its use across the full range of subjects. The school's conscientious tracking of pupils' progress has revealed that boys' progress in writing is not as rapid as that of girls.
The extent to which boys act upon the advice they receive on how to improve their work is variable. The school has begun to address this and, although the gap between boys' and girls' attainment in writing is closing, there is still more to do. Pupils' spiritual, moral, social and cultural development is good, although the spiritual aspect is not as strong as the other strands.
Opportunities for pupils to stop and reflect on issues of concern, for example in assemblies or in lessons, are sometimes missed.
Information about the school
The school is smaller than most primary schools. Most pupils are White British, with a very small number from other ethnic backgrounds, some of whom are at an early stage of learning to speak English as an additional language.
The percentage of pupils with special educational needs and/or disabilities is higher than is found nationally, although the proportion with a statement of special educational need is below the national figure. The percentage known to be eligible for free school meals is below the national average. The school has the national Healthy Schools award and the Eco-Schools Silver status.
