There has been much improvement since the previous inspection in many key areas and this is due to excellent leadership and management. Since joining the school just before the previous inspection, the headteacher has worked in close partnership with the deputy headteacher, senior leaders, staff and members of the governing body to accurately identify key areas for improvement. In addressing these, they have created an environment in which all pupils are able to excel.
The quality of education has improved and is now excellent. This has led to significantly improved outcomes, which are outstanding. These improvements and other inspection eviden...ce confirm that the school has an excellent capacity to maintain the current high standards and improve even further.
Attainment has risen steadily since the previous inspection. Attainment in English and mathematics is high and, this year, virtually all pupils achieved at least the nationally expected level in English and all in mathematics, regardless of their starting points. This represents exceptional academic achievement for all groups of pupils.
Outstanding achievement has been brought about by the excellent quality of teaching. All teaching seen during the inspection was at least good, with half being outstanding. Teachers make exceptional use of assessment information to plan lessons in which tasks are matched very accurately to pupils' learning needs and which are highly challenging to move pupils at all levels on at a rapid pace.
Teachers involve pupils in assessing the quality of their own performance but this is of varying quality. Some excellent examples of pupils judging their own work were seen, but many pupils do not fully understand the purpose of this process or what they need to do to achieve the different levels of success. Much of the self-assessment that was being carried out by pupils was sometimes used incorrectly and often too optimistic.
A new curriculum is in place. This has been developed in collaboration with the federated infant school with the purpose of creating greater continuity. Curriculum provision in the junior school is of an excellent quality.
As well as meeting all pupils' learning needs exceptionally well, and enabling excellent achievement, the curriculum supports pupils' personal development very well. Together with excellent care, guidance and support, the curriculum promotes outstanding levels in pupils' personal development. Behaviour is outstanding and contributes significantly to the quality of learning.
Pupils show a mature approach to learning and manage their own behaviour very effectively. Pupils feel very safe and therefore enjoy coming to school very much. Attendance is high.
Relationships between pupils, and between pupils and adults, are of a high quality. These high quality personal attributes support outstanding spiritual, moral, social and cultural development.
Information about the school
This is a larger than average-sized, three-form entry, junior school.
It operates in federation with the Boldmere Infant School. Each school has its own headteacher but there is a single governing body for both schools. The proportion of pupils known to be eligible for free school meals is below the national average.
There are a broadly average proportion of pupils from minority ethnic backgrounds, but there are no pupils at the early stages of learning English. The percentage of pupils identified with special educational needs and/or disabilities is broadly average, and the proportion with statements of special educational needs is below average. The main special educational needs are moderate and specific learning difficulties and autism.
The school has been awarded a Basic Skills Quality Mark, National Healthy School Award, Active Mark for exceptional delivery with the National Schools Sports Strategy, Eco School bronze and silver and Gold Arts Mark. Before- and after-school provision, 'Busy Bodies', is self-managed and run by the junior school. It serves both infant and junior school families.