Meadowside Primary School

Highlights from Latest Inspection

Main findings

This is a good school.

There has been good improvement in all aspects of its work since the last inspection. The most significant progress is in the Early Years Foundation Stage, where the effectiveness of the provision is now outstanding. In the rest of the school, better provision is resulting in at least good outcomes for pupils in both their academic and personal development.

All groups of pupils achieve well. This all-round improvement and the school's effective self-evaluation show that the school has demonstrated good capacity for sustained improvement. Close cooperation between the headteacher and deputy headteacher exemplifies the strong sense of teamwork that is present amongst all ...staff.

Pupils do their part to improve the school through their high levels of attendance, their positive attitudes and the good contribution they make to the day-to-day running of the school. All groups of pupils make good progress from their starting points. Attainment is above average in most year groups and in some cases is well-above average, as in the current Year 6, and very high, as in the current Reception Year.

Year 6 attainment is now higher than in the past. Fluctuating Year 6 national test results in recent years made the school look closely at how it could improve pupils' progress in Years 3 to 6. Progress has been accelerated by improving the way that teachers check progress over time and is now consistently good.

The teachers' assessments are used well to identify any underachievement and there is prompt provision of carefully planned programmes to help pupils to catch up. Such programmes have been highly successful in addressing specific weaknesses, such as in boys' writing throughout the school and the lack of confidence in mathematics of groups of girls in several classes that was slowing their progress. Improvements like these show that leaders and managers are having good impact on teaching and learning, most especially in English and mathematics.

Good care, guidance and support for all pupils are leading to good outcomes in all aspects of the pupils' personal development, including good behaviour. Pupils enjoy school and all that they experience there. There is good support for pupils whose circumstances may make them vulnerable, particularly from teaching assistants and a range of outside agencies, that is helping the pupils make good progress in their personal development.

The well-managed, good provision for pupils with special educational needs and/or disabilities is a key reason for these pupils making the same good progress as their peers. The school knows itself well and identifies areas to improve rigorously, although its self-evaluation judgements are a little cautious. Senior leaders have a determination to improve the quality of teaching still further.

Whilst teaching is good, there are some inconsistencies. Pupils have group learning targets and know these well, but some pupils' progress is hindered temporarily by them not being set new targets as soon as they are ready. In contrast with the good assessment of pupils' progress over time, the more immediate, short-term checking of pupils' learning in some lessons is more variable in quality.

Feedback given in lessons while pupils work does not always give them enough guidance on the next steps needed to improve that piece of work immediately.

Information about the school

The school is smaller than an average-sized primary school. The large majority of pupils are of White British heritage.

Pupils are taught in seven single-age classes. The proportion of pupils known to be eligible for free school meals is below the national average, as is the proportion of pupils with special educational needs and/or disabilities. The school has received awards for several aspects of its work, including the International Eco Schools Green Flag, and it has gained Healthy School status.

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