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This is a good school Leaders have established stability following a lengthy period of turbulence, securing improvements in teaching and a shared commitment from all staff to improve the school further. Governors and trustees provide a good level of support and challenge for school leaders. They use their wide-ranging skills and support the school's improvement well.
Teachers plan lessons which interest and motivate pupils. They have good relationships with pupils. Additional adults make a strong contribution to pupils' learning because : teachers and teaching assistants work effectively in partnership.
Behaviour is good across the school. Pupils enjoy learnin...g and playing together. Those pupils with behavioural issues are well managed so that they rarely disrupt the learning of others.
The school is highly inclusive. Pupils who have special educational needs and/or disabilities are supported well and make good progress. Leaders have a clear understanding of the strengths and weaknesses of the school.
However, checks on teaching have not identified precisely enough where teaching is resulting in pupils making the most rapid progress. The most able pupils are not challenged well in some classes and subjects. In some classes pupils, including some disadvantaged pupils, are not making the accelerated progress that is needed to reach expected standards.
Leaders have not used the funding for disadvantaged pupils to fully engage some parents of these pupils in working with the school to accelerate progress.
Information about this school
The school complies with Department for Education guidance on what academies should publish. The school meets requirements on the publication of specified information on its website.
The school meets the current government floor standards, which are the minimum standards expected for pupils at the end of Year 6 in English and mathematics. The school is a smaller school than is found on average nationally. The majority of pupils are of White British background.
The proportion of pupils who are known to be eligible for free school meals is slightly lower than is found on average nationally. The proportion of pupils who have special educational needs and/or disabilities or who are supported by an education, health and care plan, or statement of special educational needs, is above average. Pupils are taught in four mixed aged classes: Reception and Year 1, Years 2 and 3, Years 3, 4 and 5, and Years 5 and 6.
