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This is a good school. Good leadership and management have resulted in many improvements since the last inspection. Standards in English and mathematics have improved, and pupils are making good progress in every year group.
More-able pupils made particularly good progress in Year 6 in 2013, and many pupils exceeded the level expected for their age in mathematics. Pupils for whom the school receives additional funding make good progress and achieve as well as other pupils. The school's leaders have been effective in improving the quality of teaching, which is good in most classes.
In a number of classes, the teaching is outstanding. Staff work well together an...d are keen to implement new ideas as part of the school's concerted drive to improve the quality of learning and pupils' achievement. Pupils have positive attitudes to learning, participate well in lessons and behave well around the school.
The school has successfully developed the skills of those who have leadership responsibilities. The school has a good understanding of its own performance and has identified the right priorities for further improvement. The governing body is well informed and provides a good level of challenge for the school's leaders.
It is not yet an outstanding school because : Although improving, pupils' writing skills and their ability to link letters and sounds are not entirely secure. Pupils are not given sufficient opportunity to produce extended pieces of writing, and the marking of their written work is not always rigorous enough. A small proportion of disabled pupils and those who have special educational needs do not make the progress expected of them.
Occasionally, the teaching lacks sufficient challenge for the more-able and the less-able pupils, and the pace of learning is too slow.
Information about this school
The school is much larger than the average-sized primary school. There are three classes for each year group.
The proportion of disabled pupils and those who have special educational needs supported through school action is above average. The proportion supported at school action plus or with a statement of special educational needs is average. The large majority of pupils are from White British backgrounds.
Other pupils come from a variety of minority ethnic backgrounds. An increasing proportion come from Eastern Europe and speak English as an additional language. The proportion of pupils for whom the school receives the pupil premium (additional funding from the government for specific groups of pupils, which in this school includes those known to be eligible for free school meals, children in local authority care and children with a parent in the Services) is average.
The proportion of pupils who join the school partway through their primary education is much higher than in many schools. A nursery and a before- and after-school club use accommodation on the school site. Both of these facilities are run by private providers and are inspected separately.
The school meets the government's current floor standards, which set the minimum expectations for attainment and progress for pupils at the end of Year 6. At the time of the inspection, the deputy headteacher was on long-term sick leave. His responsibilities had been delegated for some months to other members of the school's leadership team.
