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This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Headteacher
Mrs Sarah Carrington
Address
Grange Road, Guildford, GU2 9ZA
Phone Number
01483529870
Phase
Academy
Type
Academy converter
Age Range
7-11
Religious Character
None
Gender
Mixed
Number of Pupils
348
Local Authority
Surrey
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Summary of key findings for parents and pupils
This is a good school The headteacher, senior leaders and governors have high expectations of staff and pupils. They share a determination to continue to drive the school forward. Teaching has been improved and, as a result, pupils' standards have risen.
The strong leadership team has an accurate picture of the school and an effective plan for further growth is being implemented. Governors oversee the school's work closely. They provide good support and robust challenge to school leaders.
Staff morale is high. Teachers and teaching assistants work well together. They take advantage of training opportunities to develop their own skills and to improve provision ...in the school.
A large proportion of pupils in each year are working at the expected standard for their age in reading, writing and mathematics. School leaders have successfully introduced the new national curriculum and assessment arrangements. The school actively promotes pupils' spiritual, moral, social and cultural development.
Pupils enjoy a wide range of experiences. They have a good understanding of fundamental British values and are being well prepared for the next stage in their education. Pupils who attend the speech and language centre benefit greatly from the well-focused teaching they receive.
Other pupils who have special educational needs and/or disabilities and pupils eligible for the pupil premium make similar progress to their classmates. Their teachers and teaching assistants provide skilful and well-targeted support. Pupils behave well and listen to their teachers and work hard.
Pupils feel safe and valued by their teachers. Safeguarding procedures are effective. Staff are well trained and the safeguarding team are experienced, knowledgeable and vigilant.
It is not yet an outstanding school because : Over time, teaching is not challenging enough, particularly for the most able. Pupils do not have enough opportunities to solve problems or develop their reasoning skills in mathematics. Expectations for developing pupils' writing in subjects other than English is too variable
Information about this school
The school is larger than an average junior school.
There are four classes in Year 3 and three classes in each of Years 4 to 6. A specially resourced unit for speech, language and communication, called the Communication and Interaction or COIN centre, is on site. Currently, it provides support for 12 pupils.
Most pupils are White British and the remainder come from a wide range of ethnic groups. The proportion of pupils supported by the pupil premium (extra government funding for pupils known to be eligible for free school meals or children who are looked after by the local authority) is above average. The proportion of pupils who have special educational needs and/or disabilities is around the national average.
The proportion of pupils who speak English as an additional language is below the national average. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress in reading, writing and mathematics. The school meets requirements on the publication of specified information on its website.
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