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This is a good school. Leaders have a very clear view of how well the school is performing and what could be better. They work well together to improve the quality of teaching and to make sure that pupils behave well and attend regularly.
Governors bring expertise and experience to the school. With the headteacher, they share a drive and ambition to improve the school further and aspire to make all aspects of its work outstanding. Pupils of all abilities, including disadvantaged pupils, disabled pupils and those with special educational needs, make good and sometimes rapid progress from their starting points.
Standards in reading, writing and mathematics at th...e end of Year 6 are usually above average and are sometimes significantly so. Children make a good start in the early years. They are inquisitive and engage enthusiastically in a wide range of activities.
As a result, they are well prepared for entry into Year 1. Teaching is good and increasingly outstanding. Teachers plan well to make learning exciting.
This helps to ensure that all pupils make good progress. Teaching assistants are well deployed to support pupils needing additional help. The quality of feedback to pupils on how to improve their work is exemplary.
As a result, pupils learn from their mistakes quickly. Pupils behave well and are keen to learn. The school's procedures to keep pupils safe are effective.
Consequently, pupils feel safe and know how to look after themselves in different situations. Attendance has risen and is now above the national average. Pupils' spiritual, moral, social and cultural development is good.
They participate in a wide range of exciting enrichment activities and many pupils have opportunities to take on a variety of responsibilities. Pupils leave the school well prepared for secondary education and for life in modern Britain. It is not yet an outstanding school because : Not all pupils, especially some of the most-able, are given work that is hard enough to enable them to make outstanding progress, particularly in writing.
Some of the new subject leaders do not make sure that the quality of teaching and pupils' achievement in their subjects are improving fast enough.
Information about this school
This school is much larger than an average-sized primary school. Most pupils are White British.
The proportion of pupils who are supported by the pupil premium (additional government funding for pupils known to be eligible for free school meals and those in the care of the local authority) is below the national average, at about one in ten pupils. The proportion of disabled pupils and those who have special educational needs is about one in twenty. This is well-below average.
The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress in reading, writing and mathematics. The Early Years Foundation Stage comprises a Nursery class for three-year-old children who attend part-time, either in the morning or the afternoon, and two Reception classes for four-year-olds who all attend full time. Since the previous inspection there have been many changes to the leadership team, some of whom took up their posts in September 2014.
