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Mortimer St Mary's is a good school. It has improved considerably and continues to do so at a rapid pace.
The learning environment and curriculum inspire learning, and pupils talk about how much they enjoy the new curriculum. The school's success is due to the very strong leadership and management of the headteacher, and the ambition of other senior leaders and staff to improve teaching and learning and pupils' achievement. Pupils are kept and feel exceptionally safe, and flourish both academically and personally.
Good provision of teaching, the curriculum, and care, guidance and support all contribute to pupils' good behaviour and achievement. Nevertheless, the school recognises that it does... not provide its pupils with enough opportunities to develop a real understanding of the diverse groups that make up the United Kingdom. The attainment of pupils in Year 6 is rising and is close to high in reading, writing and mathematics.
However, slightly fewer boys reach the expected levels in reading and writing than do so in mathematics, and slightly fewer girls achieve higher levels in mathematics than do so in English. The new literacy curriculum fully engages them. This has led to much improvement in the quality of their reading and writing.
By Year 6, pupils write very well for a range of purposes using imaginative vocabulary. However, a few pupils are below average in reading and writing, and do not apply phonic skills (the sounds that letters make) properly. In mathematics, a minority of pupils across the school do not have multiplication facts at their finger tips, which slows their mental arithmetic skills.
Pupils' progress is good overall as a result of much good teaching. The last remnants of a past legacy of underachievement are swiftly being eradicated, but a few inconsistencies remain where teaching is not above satisfactory. In the best lessons, pupils are given plenty of opportunities to be active, and to discuss and reflect on their own learning and that of peers.
However, this does not happen consistently when adults talk too much during overlong introductions. Assessment is accurate and used well to plan most lessons. However, in a few lessons, teachers do not make the best use of assessment so that the challenge for the more able slows or the work is too hard for the less able.
The quality of support provided by teaching assistants is variable and they are not always deployed to best effect. The headteacher has introduced robust school self-evaluation and monitoring systems which include a strong focus on improving teaching. Leaders at all levels are now involved in checking pupils' progress.
This has led to leaders and the governing body knowing the school's strengths very well and what is needed for further improvement. Together with staff, they systematically use the assessment systems to measure accurately patterns in pupils' progress, and identify and address any gaps towards meeting demanding targets. Systems for ensuring pupils attend school regularly have been stepped up and this has led to a rise in attendance rates and better progress for a few pupils who were persistent absentees.
The governing body is well led by a knowledgeable Chair of the Governing Body. This year, the governing body has improved its skills for evaluating the impact of the school's provision on pupils' progress. The recent rapid rate of all-round improvement, including in pupils' attainment, and the determination of staff and the governing body to provide the very best education possible, show the school has good capacity for sustaining improvement.
Information about the school
This two-form-entry school is average in size for a junior school, and serves the local community and its surrounding area. Most pupils have previously attended the nearby infant school. The proportion of pupils known to be eligible for free school meals is below average and most pupils are of White British heritage.
The proportion of pupils identified with special educational needs and/or learning disabilities is below average. These pupils' difficulties are mainly emotional and behavioural or they have learning difficulties in literacy and numeracy. The proportion with a statement of special educational needs is above average.
The school received an Ofsted Interim Assessment in July 2010 which deferred inspection. The headteacher has led the school since January 2011. The school is implementing the International Primary Curriculum.
The school's awards include Quality Mark, Artsmark Gold and National Healthy Schools status. An after-school club is held on the school's site and pupils are also eligible to attend a breakfast club at the nearby infant school. Both of these are privately managed and, as such, are not part of this inspection.
