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This is a good school. Pupils achieve well because teaching is typically good and occasionally outstanding.
Pupils make good progress in reading, writing and mathematics. Pupils read well. They read widely and often, both for pleasure and for research.
They enjoy writing and write to a good standard. Teachers plan lots of practical activities so that pupils regularly use and improve their key skills in literacy, numeracy, and information and communication technology (ICT). Much of the teachers' marking is exemplary, helping pupils to know exactly how well they are doing and what they need to do next.
Lessons help pupils to develop self-confidence and ...independence in their learning. Pupils feel safe in school. They behave well, enjoy lessons and work hard.
They work exceptionally well together in pairs or in groups. The school has improved significantly since the previous inspection in all aspects of its work, and continues to improve strongly. The headteacher and governors work well together to improve teaching, raise standards and tackle any underperformance.
The school has established a good reputation in the community, so the number of pupils is steadily increasing. It is not yet an outstanding school because : Pupils' progress in Years 5 and 6 as not been as rapid this year as it has in other year groups because of changes in teaching. Activities are not always as demanding as they could be, particularly for the more able, and marking is not as helpful as in the rest of the school.
Staff absences have also meant that the headteacher currently has too many responsibilities. As a result, some aspects of leadership and management such as training of teaching assistants and the handling of parental concerns have slipped in quality.
Information about this school
This is a smaller-than-average primary school serving a rural area.
A steady increase in pupil numbers since the previous inspection has led to considerable variation in the numbers of pupils in each year-group. The proportion of pupils from minority ethnic groups and the proportion who speak English as an additional language are about half the national average. The proportion of pupils supported by the pupil premium, which in this school applies to pupils who are known to be eligible free school meals, has increased significantly in recent years and is now average.
The proportion of disabled pupils and those with special educational needs who are supported through school action is low compared to most schools. The proportion supported at school action plus or with a statement of special educational needs is broadly average. There were fewer than 11 pupils in Year 6 in 2012, so no judgement can be made on whether or not the school meets the government's current floor standards for attainment and progress.
This year the number is even smaller, and as reporting on attainment and progress for Year 6 separately would identify individuals, the report refers to Years 5 and 6 together. Significant and unexpected staff absences over the past year have meant that the headteacher has taken on additional responsibilities. A new management structure is to be established in September, following the appointment of staff to replace those who are leaving and to meet the demands of the rising number of pupils.
