Redwood Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school School leaders are ambitious for the school. Their plans for improvement are sharply focused to provide a clear direction for the school.

The executive headteacher provides good leadership. She has taken decisive action to secure better teaching through high-quality training and coaching. Children in the early years make a good start to school life.

They enjoy a range of stimulating activities that motivate and interest them in different areas of learning. The school's high-quality nurture provision supports pupils who have additional needs very well. Members of the governing body have a wide range of expertise and have a good understandi...ng of their roles and responsibilities.

As a result, they are able to provide the necessary support and challenge to school leaders. Pupils are well prepared for secondary school. By the end of Year 6, the majority of pupils including those who are disadvantaged and those who have special educational needs (SEN) and/or disabilities, make good progress in reading, writing and mathematics.

The relationships between adults and pupils are warm and friendly. Adults provide good role models and encourage pupils to be aspirational, confident learners. Adults in the early years develop children's independence skills well.

Children are encouraged to think for themselves, experiment and explore. Teachers plan lessons that interest and inspire pupils to learn. The curriculum is enriched by a range of stimulating experiences.

Consequently, pupils are enthusiastic learners. Teachers do not consistently apply the assessment and feedback policy to enable pupils to clearly understand the next steps to improve their work. Some pupils, particularly the most able pupils, are not challenged as soon as they could be in lessons to enable them to make better progress.

School leaders do not thoroughly check the impact of the pupil premium funding on attainment. Teachers do not consistently reinforce high expectations for pupils' English spelling, grammar and punctuation across different subjects. This slows pupils' progress in writing.

Information about this school

The school meets requirements on the publication of specified information on its website. The majority of pupils are from White British backgrounds. The proportion of pupils from minority ethnic backgrounds or who speak English as an additional language is higher than the national average.

The proportion of pupils eligible for the pupil premium is above the national average. The proportion of pupils who have SEN and/or disabilities is in line with the national average. The school is in an area of high deprivation and high mobility.

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