In April 2016 Ofsted Inspectors judged the school to be good.  The following key findings show both the strengths of the school and also what we needed to do to provide an outstanding education for our children.

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This is a good school because:

Leaders at all levels, including governors, have focused on ensuring that teachers provide exciting and interesting learning activities for pupils. A core focus in the curriculum is the development of reading, writing and self- belief. Teachers match learning to the needs and interests of pupils across the school. This ensures that pupils’ imaginations are stimulated and their enthusiasm fired.

  •  Staff have received professional development tailored to their individual needs. However, staff have also had a wide range of feedback from the school’s ongoing monitoring of teaching. This has helped to ensure that teaching has developed so that it is consistently good, with pockets of even stronger practice growing.
  •  A culture of reading for pleasure and finding information in books has been developed throughout the school. Pupils are keen to engage in the very many opportunities to read. They complete regular book reviews and share in assembly their opinions on books they have read.
  •  Pupils are highly knowledgeable about authors and different kinds of fiction and non-fiction books. They use this knowledge well to select books with an increasing maturity and sophistication.
  •  Regular guided reading lessons are developing pupils’ ability to critically consider books and texts. They are increasingly mature in their thinking about how writers create an impact on a reader. This understanding is helping to improve their writing too.   
  •  Books can be seen everywhere around the school. This is creating a culture where pupils value and appreciate the benefits of books.
  •  Pupils are making good progress in their reading across the school.
  •  Children in the early years benefit from a bright and stimulating learning environment throughout the indoor and outdoor classrooms. Learning activities are well matched to the needs and interests of individual children.
  •  Parents are happy they are kept up to date with the progress their children make in the early years. Teachers skilfully share assessments through an online tool, but ensure that parents without access to information technology can also see the outcome of their children’s learning. One parent explained, ‘I love being able to see what my daughter has been up to in Reception. She is doing brilliantly. I wouldn’t change schools for anything now, even though I live a long way from the school.’ This illustrates the school’s commitment to equality of opportunity, which is also evident in the efforts to support parents to complete Ofsted’s online questionnaire, Parent View, in between school inspections.
  •  Across the whole school, pupils are clear that behaviour has improved over the past two years. They say they enjoy school and feel more is expected of them. Parents virtually all agree behaviour is at least good. Many say playground conduct has been improved by the different activities available at lunchtime. ‘Before there was just a concrete playground with little to do. Now pupils have different things they can play and they are more spread out.’

Next steps for the school

Leaders and those responsible for governance should ensure that:

  •  a greater proportion of pupils make better than expected progress in their reading across key stage 2
  •  they work with families to further reduce persistent absence, especially of those who are from disadvantaged backgrounds.