OFSTED & Results
OFSTED Report - Summary of key findings for parents and pupils
This is a good school.
- The school is well led. The high aspirations and clear vision of senior leaders and governors have been instrumental in bringing about improvements to teaching and pupils’ achievement since the last inspection.
- Pupils’ achievement is good. From their individual starting points, all groups of pupils, including the most able, make at least good progress in reading, writing and mathematics.
- Children get off to a good start in the early years provision where they thrive and rapidly develop new skills and knowledge.
- Teaching is good. This is because teachers and support staff have good professional knowledge. They relate to, and care for, all pupils and their families exceptionally well.
- The school has worked well with parents to improve pupils’ attendance; attendance is now broadly average and rising.
- Pupils’ behaviour is good. Adults’ expectations of pupils’ attitudes to learning and behaviour are high. This results in strong levels of trust and respect between the pupils themselves and towards adults.
- Pupils feel safe in this inclusive and harmonious school. They are usually eager to learn and are very proud of their school. Parents highly value the friendly environment in which their children learn.
- The school promotes pupils’ spiritual, moral, social and cultural development exceptionally well. There is a strong sense of community throughout the school which pupils, parents and staff are proud of and happy to share.
- Teachers prepare pupils exceptionally well for life in modern Britain through a rich, diverse and vibrant curriculum. Music and sports specialists, as well as strong partnerships within the community, make a significant contribution to pupils’ skills, knowledge and understanding of the world.
- The school continues to improve because leaders share a very clear understanding of what needs to be done to improve the school further.
It is not yet an outstanding school because
- The work set is not always challenging enough to extend the capabilities of all pupils, including of the most able.
- Marking is not always detailed enough to guide pupils toward better standards. Pupils do not always have the opportunity to respond to their teachers’ comments and learn how to improve their work further.
Information about this inspection
- Inspectors observed learning and teaching in lessons and part lessons. Two lessons were observed jointly with the headteacher.
- A scrutiny of pupils’ work over time in their books was carried out jointly with the headteacher.
- Meetings were held with senior leaders, a consultant who works with the school, school staff and two members of the governing body, including the Chair of the Governing Body.
- Inspectors held discussions with groups of pupils. Inspectors also spoke informally to pupils in lessons, during breaks and lunchtimes.
- Inspectors listened to a small number of pupils from Years 1, 2 and 6 read.
- Inspectors observed the work of the school and looked at the latest school data on pupils’ achievement and the progress they are currently making.
- Other documentation scrutinised included strategic development planning, safeguarding information, behaviour logs, attendance records and minutes of recent meetings of the governing body.
- There were too few responses received at the time of the inspection from the online questionnaire (Parent View) to consider. The views of the parents that the inspectors spoke to and those expressed through the school’s own parental survey were taken into account.
- Inspectors took account of the 42 responses from staff to the inspection questionnaire.
- Clare Henderson, Lead inspector
- Marilyn Massey
- Craig Richardson