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This is a good school Strong leadership from the headteacher and other school leaders, including governors, has ensured that outcomes have improved during a period in which there have been significant staffing changes at St Teresa's.
Personal development and welfare are outstanding. The strong commitment to social, moral, spiritual and cultural development permeates all aspects of school life. The quality of teaching, learning and assessment is typically good.
As a result pupils have positive attitudes towards their learning and make good progress across a wide range of subjects. Pupils enjoy school. They are confident, well behaved and have positive attitudes... to learning.
Attendance has improved over the past 12 months and is now above the national average. Pupils who have special educational needs or disability receive highly effective support and make good progress. Pupils are also extremely respectful towards each other and regularly support one another in their learning.
Children get off to a good start in the early years foundation stage. By the time that they start in Year 1 they are well prepared for the next stage of their education. The school provides a broad and balanced curriculum which provides pupils with a wide range of opportunities to learn.
The school ensures that disadvantaged pupils make good progress. As a result, by the end of Year 6 the gap in attainment between them and other pupils nationally is narrowing. It is not yet an outstanding school because : Pupils often fail to show enough pride in their work.
As a result the quality of handwriting and presentation is not of a high enough standard. There is too much variation in the way teachers apply the school's marking policy, particularly in relation to identifying next steps in pupils' learning. Children in the early years do not make enough progress in their knowledge and understanding of numbers.
Not enough opportunities are provided for pupils to use and apply their mathematical knowledge and skills to investigate and solve problems. This limits the progress that pupils make in mathematics, particularly the most able.
Information about this school
The school is an average-sized primary school.
The proportion of disadvantaged pupils, for whom school receives additional government funding through the pupil premium, is below average. The proportion of pupils from minority ethnic backgrounds is well above average; the proportion whose first language is not English is also well above the national average. There have been significant changes to staffing at the school over the past 12 months.
Four new members of staff took up positions at the school in September 2015, including two newly qualified teachers. The percentage of pupils who have special educational needs or disability, including those with a statement of special educational needs or an education, health and care plan, is around the national average. The school meets the government's current floor standards, which are the minimum expectations for pupils' attainment and progress by the end of Year 6.
