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Pupils are well prepared for the next stage of their education. Effective arrangements are in place to make sure that as pupils move up through the school, they do so without difficulty. Pupils make good progress in their communication, reading, writing and mathematical skills.
Their progress in their personal and social development for the vast majority is good and is occasionally outstanding. Teachers plan carefully and in great detail experiences that the pupils will find interesting and enjoyable. Teaching assistants are highly skilled and contribute a lot to pupils' good progress.
Pupils' behaviour is almost impeccable and ...contributes very well to pupil's good progress. They feel very safe and secure. The curriculum is well organised and enriched by many carefully planned experiences in the community, as well as after the school day.
Partnerships with two neighbouring children's centres have a good effect on the progress of children in the Early Years Foundation Stage. Partnerships with parents are excellent. The headteacher is ambitious for the school.
He capitalises on the good partnerships with local special schools. Careful checks are made of the attainment of each pupil in English, mathematics and pupils' personal and social development. By working well as a team, leaders and staff have, since the previous inspection, successfully improved the quality of teaching and pupils' achievement.
It is not yet an outstanding school because : A minority of pupils with profound and multiple learning difficulties or with visual difficulties do not always achieve as much as they are capable of. The school does not make full use of information about nationally expected rates of progress when considering how well its pupils are doing. The governing body does not receive succinct information about the school' s performance and, as a result, are not always clear about how to hold the school to account.
The outdoor area in the Early Years Foundation Stage does not offer enough opportunities for children to learn as well they do indoors.
information about the school' s performance
and, as a result, are not always clear about how to hold the school to account. The outdoor area in the Early Years Foundation Stage does not offer enough opportunities for children to learn as well they do indoors.
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