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This is a good school Leaders, including governors, have an accurate view of the work of the school.
They keep a close check on its provision. This helps them plan for future improvements with precision. Teaching is good because teachers plan lessons that build on what pupils already understand and can do, so that learning makes sense for pupils.
The special educational needs coordinator has clear procedures for identifying the particular needs of pupils. She checks that the strategies she uses to provide support for these pupils are successful. Reading is taught well.
Leaders with responsibility for English and mathematics provide staff with valuable... training to improve the quality of their teaching. The curriculum is broad, balanced and offers pupils the opportunity to learn a wide range of skills. Children get off to a strong start in the Reception classes.
The early years leader forges useful links with parents and local pre-school settings to help teachers get to know the children's needs. The majority of pupils achieve well in reading, writing and mathematics. They are well prepared to start key stage 2.
Teaching assistants provide effective support for pupils in lessons. This enables pupils to take part in the learning at a level that is appropriate for them. Pupils behave well around school.
They are polite and speak confidently to visitors. Leaders promote pupils' spiritual, moral, social and cultural development well. Leaders systematically monitor the quality of teaching and the progress pupils are making.
Their evaluation of some practices and the impact of staff training are not evaluated in sufficient depth to enable them to target improvements precisely enough. Teachers do not always check carefully enough that pupils understand what is being taught, especially in mathematics lessons. Sometimes, the activities teachers provide the pupils are not defined clearly enough.
This leads to some pupils losing concentration and not making the progress they could. Leaders have improved pupils' rates of attendance overall. The attendance of a few disadvantaged pupils, however, remains too low.
Middle leadership is not strong enough in some subjects.
Information about this school
The school opened with Reception-aged children in September 2014 as a free school, with a Church of England denomination, as part of the David Ross Education Trust. It has grown each year so that it now has pupils from the Reception to Year 2.
In September 2016, the school moved into a new, purpose-built school on the same site as the Malcom Arnold Academy. The proportion of disadvantaged pupils is broadly average. The proportion of pupils who speak English as an additional language is well above the national average.
The proportion of pupils from minority ethnic groups is above the national average. The proportion of pupils who have special educational needs and/or disabilities is below average. No pupil currently has an education, health and care plan.
The school makes use of St James Church of England Primary School as an alternative provider of education for a very small number of pupils, as needed. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish.
