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This is a good school Pupils learn effectively in lessons because the quality of teaching is good. Leaders have an accurate view of the strengths and weaknesses of the school, and the actions they take ensure that the school continues to improve.
Pupils have regular opportunities to practise their important reading and writing skills across a range of subjects. As a result, they make good progress in English. Teachers' strong subject knowledge in mathematics enables them to plan work that meets pupils' needs.
Consequently, pupils learn well and make good progress in this subject. Pupils are enthusiastic and motivated to learn because the curriculum is interest...ing and exciting. As the school's vision states, pupils have 'Space to Learn; Room to Grow'.
Governors know the school well because : leaders provide them with the right information. They hold leaders to account for the decisions they make, including how they spend the additional funding for disadvantaged pupils. Leaders recognise that pupils of lower ability have not made the progress they should have over the last two years.
However, new systems to keep track of pupils' progress are beginning to enable teachers to identify earlier which pupils need extra support. As a result, the achievement of this group is improving. Teachers value the support they receive from subject leaders, especially in English and mathematics.
However, some subject leaders do not yet have a precise overview of standards in their areas. Children in the Reception classes make a strong start to their education. Leaders have taken swift action following the unusually low outcomes in 2017.
Current Reception children are on track to be very well prepared for Year 1. Pupils who have special educational needs (SEN) and/or disabilities make progress that is similar to other pupils, because leaders make effective provision for their needs. Leaders make outstanding provision for pupils' personal development, behaviour and welfare.
The overwhelming majority of parents who spoke to inspectors and who responded to the Parent View survey agree strongly with this.
Information about this school
The school is much larger than average and has been expanding over the last three years. There are three classes in each year group from Reception to Year 3, and two in each year group for Years 4 to 6.
The proportion of disadvantaged pupils is lower than average. Most pupils are of White British heritage. The proportion of pupils who speak English as an additional language is lower than the national average.
The proportion of pupils who receive support for SEN and/or disabilities is much lower than average. The proportion of pupils with an education, health and care plan or statement of special educational needs is slightly higher than average. The school has a special educational resource facility that caters for a small number of pupils who have a hearing impairment.
2017/18 is understood to be the final year for which the school will receive funding for this provision in its current format. The school meets the 2017 government's floor standards. These are the minimum standards and rate of progress expected in reading, writing and mathematics of pupils in key stage 2.
