Our latest Ofsted report classed us as a good school!
16/17 May 2017 Inspection
|Effectiveness of leadership and management||Good|
|Quality of teaching, learning and assessment||Good|
|Personal development, behaviour and welfare||Good|
|Outcomes for pupils||Good|
|Early years provision||Good|
Summary of key findings for parents and pupils
This is a good school
- Pupils receive a good and improving education. The new senior leaders’ swift and decisive actions have led to the school being transformed. They have stopped the decline in standards.
- The executive headteacher and head of school work very well together to provide excellent leadership. Together they work well with other staff to ensure that they have the highest aspirations for pupils. Staff respond well to the headteacher’s openness, and morale is high.
- Leaders at all levels, including the governors, have the highest expectations for pupils regardless of their backgrounds. Pupils know this and they are, in turn, highly ambitious.
- The school’s attention to safeguarding pupils is effective. Staff are alert to pupils’ needs and do not allow potential barriers to affect pupils’ learning.
- The quality of teaching is good. The art of teaching, which places pupils at the centre of planning, is now at the heart of teachers’ work.
- Leaders and teachers analyse assessment information well to identify the progress of different groups. They select interventions carefully that will improve outcomes. The school’s assessment system is under review.
- Governors hold leaders to account rigorously for their work. Under the new culture, accountability is strong at every level of management.
- Pupils’ behaviour is good. Pupils are friendly, polite and respectful. They feel safe in their school and have very trusting relationships with staff.
- Pupils reach average standards and make good progress in literacy, mathematics and other subjects.
- In-school assessment information shows that disadvantaged pupils, including the most able, make similarly good progress as others nationally.
- Most pupils who have special educational needs and/or disabilities make similar progress as others. Leaders recognise that some pupils’ needs are not identified early enough.
- The most able pupils are now making good progress, but teachers do not consistently challenge them sufficiently to apply their knowledge.
- Standards in key stage 1, early years and the phonics screening check are consistently above average.