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This is a good school The headteacher and other school leaders demonstrate high expectations for all members of the school community. They lead the school with an unwavering belief that all pupils in the school can, and will, achieve their full potential.
The headteacher, supported by a highly skilled governing body, has dealt with staff underperformance and historical weaknesses in the quality of teaching swiftly and efficiently. Consequently, current pupils in the school are making strong progress from their starting points. Across the school, the quality of teaching, learning and assessment is good.
Teachers use information about what pupils can and cannot ...do to plan learning which develops their knowledge and skills. The teaching of reading is a strength. In 2018, the vast majority of Year 1 pupils met the expected standard in the phonics screening check.
In mathematics, teachers have secure subject knowledge and apply the school's mathematics curriculum with precision. However, on occasion, planned activities lack purpose. Additionally, teachers do not routinely provide opportunities for pupils to apply their mathematical understanding.
This is weakening the progress of pupils, especially that of middle-prior-attaining pupils capable of working above the expectations for their age. Leaders' work to raise the quality of writing across the school has paid dividends. Pupils write with creativity and an accurate application of basic skills.
However, the gap between the writing outcomes of boys and girls is wider than that found nationally. Children get off to a good start in Reception. From low starting points, children make strong progress across all areas of learning.
Leaders and governors have a secure understanding of the school's strengths and areas that require further improvement. Development plans contain the appropriate priorities, but success criteria often lack the required level of precision. Leaders use a range of information to build a picture of pupils' progress.
However, until recently, their processes have lacked sufficient rigour. As a result, leaders have not identified swiftly enough where pupils have fallen behind. Parents are overwhelmingly supportive of the school.
All the parents who completed Ofsted's online survey, Parent View, said that they would recommend the school to another parent. At the time of the inspection, the governing body had not ensured that the school's website met statutory requirements.
Information about this school
Mudeford Community Infants' School is an average-sized infant school.
There are six classes – two per year group. The school is maintained by Dorset local authority. Governance is provided by a local governing body.
The current headteacher has been in post since February 2017. The vast majority of pupils are White British. The proportion who speak English as an additional language is broadly in line with the national average.
The proportion of disadvantaged pupils supported through pupil premium funding is well below the national average. The proportion of pupils who have SEN and/or disabilities is well below the national average. The proportion of pupils with an education, health and care plan is well below that found nationally.
