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This is a good school Leaders have worked tirelessly to nurture an inexperienced teaching team. They have successfully secured effective teaching and good achievement.
All groups of pupils make good progress and leave suitably prepared for secondary school. Gaps in achievement between disadvantaged pupils and others are typically small. Teachers have high expectations and strong subject knowledge.
They explain tasks and concepts well so pupils are clear about what is required, learn well and know when they have been successful. Lessons are purposeful. Pupils engage and work hard.
They are keen to discuss ideas and learn from and support each other. Pu...pil enjoy the school's rich environment. They look after each other and know they can turn to an adult to resolve any concern.
They feel safe and well cared for. Pupils behave well in lessons and around the school. They are polite and welcoming.
They treat all with equal respect regardless of difference. The curriculum effectively promotes pupils' wider development. Pupils learn to keep safe and healthy, find out about life beyond school and what it means to be a responsible, caring citizen in modern Britain.
Children in early years make good progress from low starting points. They leave Reception equipped well for Year 1. It is not yet an outstanding school because : Governors know the school is improving, but do not have a deep understanding of the schools' performance or the exact impact of leaders' actions.
Teaching does not consistently enable all pupils, and particularly the most able, to work at the level of challenge needed to make outstanding progress. Leaders have set up a rigorous approach to planning the curriculum, teaching and assessing pupils' progress. However, this is less well developed in foundation subjects.
The proportion of disadvantaged pupils with poor attendance is higher than for other pupils.
Information about this school
The school is much larger than the average-sized primary school. The proportion of disadvantaged pupils is above average.
The proportion of pupils who have special educational needs and/or disabilities is above average. The proportion is significantly smaller in Years 1 to 6 than it is in early years. Pupils come to the school from a wide range of ethnic backgrounds.
Approximately half of pupils are of Pakistani ethnic origin, a little over one in 10 are from White British backgrounds and a similar proportion are from Indian backgrounds. Over half the pupils speak English as an additional language, although only a small proportion are at the early stages of speaking English. The school meets the government's current floor standards.
The local authority monitors and supports the school through a contracted primary consultant. The school meets the requirements on the publication of specified information on its website. The school has undergone considerable changes in staff.
In September 2015, 10 out of 30 teachers were new to the school, most in the early stages of their teaching careers. There have been several changes in staffing in early years since September 2015. Three members of the senior team are currently on maternity leave and another is on long-term absence.
