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Current leadership arrangements are temporary. New leaders have already got to know the school well. They have carefully prioritised next steps.
However, their work to improve the school is in its very early stages.
Pupils do not learn well. Most pupils with special educational needs and/or disabilities (SEND) are not well supported.
Some staff have low expectations of pupils with SEND. In the early years the activities that staff provide do not help children to learn and develop well.
Many pupils are focused and keen to do well.
They are safe and happy. However, when pupils lose focu...s, staff sometimes do not get them back on track quickly. At social times, most pupils behave well.
Bullying is rare. Leaders act quickly and effectively to address any bullying. However, a small minority of pupils, and parents and carers, still worry that bullying is not taken seriously enough.
Pupils participate in activities such as sporting competitions and visits to the local library. However, pupils do not have enough opportunities to develop their talents and interests. The school has recently introduced a new programme of wider experiences intended to help all pupils to engage with the local community and be ready for life in modern Britain.
It is in the early stages of being rolled out.
What does the school do well and what does it need to do better?
The school is currently being led by an interim headteacher, who is temporarily seconded from another school, and leaders from a supporting multi-academy trust. A new interim executive board (IEB) has just been established to strengthen governance of the school.
These temporary leaders have a clear and accurate view of the school's strengths and areas that need developing.
The curriculum is new. It is well designed but poorly implemented.
Pupils do not build knowledge as they move through the school. Staff do not design effective learning experiences for pupils. Some staff have gaps in their subject knowledge.
Over time, the school has not identified gaps in pupils' knowledge caused by weaknesses in the previous curriculum. In 2024, published outcomes in English and mathematics for those in Year 6 were very poor.
The supporting trust has introduced the new curriculum and a range of training and networking opportunities for staff.
Staff are given information about what pupils need to learn and when. Subject leadership is strengthening. The curriculum includes opportunities for pupils to revisit previous learning.
Staff are committed to the pupils and local community. They appreciate the support and training that leaders provide. However, it is too early for this important work to have had an impact.
Pupils learn to read quickly. Staff are well trained and supported to teach phonics. Pupils learn to sound out and blend words.
Pupils needing further practice get helpful support to catch up with their classmates. Most pupils enjoy reading. However, they struggle to talk about books that they have read in depth and detail.
Most pupils with SEND are not supported to learn well. The school has not ensured that pupils' needs are accurately identified and met. Staff do not adapt tasks to enable pupils with SEND to access the curriculum.
The school is receiving effective external support to ensure that this is addressed. However, this work is in its early stages.
Children in the early years do not get off to a strong start.
A new early years curriculum is carefully designed to help children gain the knowledge and skills they need. However, as in other parts of the school, the curriculum is poorly implemented. The activities that staff provide do not help children to learn.
Staff do not guide children to help them get the most out of each task. Children's play is not purposeful. They are not immersed in learning and often wander around.
Staff do not develop children's language effectively. Children are not well prepared for Year 1.
Current leaders have introduced strategies to improve behaviour at social times.
For example, play leaders now organise activities for their peers at breaktimes. This is having a positive impact. Breaktimes are calm.
Pupil leaders are proud of the contribution they make to the school.
The curriculum for pupils' personal, social and health education is new. It is well thought through.
Pupils learn about a range of topics, such as British values and online safety, to prepare them for secondary school and beyond. Pupils continue to have gaps in their knowledge due to weaknesses in the previous curriculum.
The new IEB has the necessary leadership experience to support the school to improve.
The temporary leaders have identified the right priorities. They have a clear strategy to develop the school and a strong commitment to staff and pupils. However, at the time of this inspection, the school remains dependent on temporary leadership arrangements and external support.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Teachers do not make effective pedagogical choices. Pupils do not learn well.
The school must ensure that teachers have the subject and pedagogical knowledge needed to implement the curriculum effectively so that pupils learn and remember important knowledge. ? The needs of pupils with SEND are not accurately identified and met. Teachers do not make necessary adaptations to help pupils with SEND to access the curriculum and learn well.
The school must ensure that the needs of pupils with SEND are accurately identified, and that staff successfully adapt their approach when needed. ? Some pupils have gaps in their knowledge because of weaknesses in the previous curriculum. They are not sufficiently ready for their next stage of learning.
The school must identify pupils' gaps and prioritise the teaching of important knowledge so that pupils are ready for their next stage. ? Some staff have low expectations of pupils' behaviour. Pupils sometimes disengage from learning and staff do not get them back on track quickly.
The school should ensure that staff have consistently high expectations of pupils' behaviour and implement successful strategies to enable pupils to behave well. ? Activities provided for children in the early years do not support their learning and development well. Children are not well prepared for Year 1.
The school should ensure that staff design purposeful activities that enable all children to learn the early years curriculum. ? The school is reliant on external support. Temporary leaders are introducing improvements to the school that need to be maintained.
Those with responsibility for governance should ensure that leadership capacity is developed so that improvements to the school are sustainable. ? The range of opportunities to develop pupils' talents is limited. Some pupils do not benefit from regular opportunities to explore their interests and try new things.
The school should ensure that all pupils engage with the wider offer and have opportunities to develop their talents and interests. ? The school may not appoint early career teachers before the next monitoring inspection. The position regarding the appointment of early career teachers will be considered again during any monitoring inspection we carry out.
