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This is a good school The headteacher has wasted no time in bringing about major improvements to all aspects of the school. He is uncompromising in his determination to raise standards.
Good teaching is thriving because of strong leadership and good training to improve the teachers' skills. The multi-academy trustees check that teaching and pupils' outcomes are continuing to improve, and that all groups of pupils are learning well. The school has a culture of success and positivity.
Teachers know what is expected of them, and they support leaders' determination to ensure that all pupils have the best education. Teachers' subject knowledge is good. They plan wo...rk that is well matched to the differing needs of pupils.
Leaders are building a curriculum that helps pupils to build on what they already know. Teachers revisit aspects repeatedly so that pupils remember things automatically. The school is a harmonious, multi-faith community.
Pupils have a very good understanding of British values. Pupils leave Year 6 well prepared for secondary school. Their progress is good and their attainment slightly above that of other pupils of the same age nationally.
Pupils enjoy coming to school to learn. Their overall attendance is above the national average. A range of thoughtfully-planned activities promotes pupils' physical and mental wellbeing effectively.
Pupils are well-behaved. The very rare instances of bullying are dealt with effectively and quickly by their teachers. Pupils are happy and try their best.
Their work is neat, and they listen carefully to their teachers. Parents have positive views about the school and its leadership. Parents feel that leaders and teachers listen and take note of their thoughts and opinions.
Several subject leaders are relatively new to their post. Not all of them have a sufficiently detailed overview of the curriculum, or of the quality of teaching, learning and assessment across all classes, in the subjects they lead. More established subject leaders have not had the opportunities to ensure that the changes teachers have agreed to make are being implemented as leaders intend.
Information about this school
The school opened on 1 June 2016 and is part of the L.E.A.
D. multi-academy trust. The headteacher is accountable to the trust for all aspects of the school's work, including the quality of education, pupils' outcomes, the safety of pupils and staffing.
Academy advisory board members act as representatives of the local community, but do not have delegated decision-making powers. This is much larger than the average-sized primary school. The proportion of pupils supported through the pupil premium is broadly average.
The proportion of pupils from minority backgrounds is well above average. Around two thirds of the pupils are Asian or are British Asian. Ten other ethnic minority groups make up the remainder of the school role.
Around nine out of 10 pupils speak English as an additional language, a proportion that is much higher than the national average. Some arrive at the school speaking little or no English. The proportion of pupils with SEND is slightly below average.
