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This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Summary of key findings for parents and pupils
This is a school that requires improvement Since the previous inspection there have been many changes of staff and leadership and this has restricted the pace of school improvement. The quality of teaching is variable across classes and year groups.
Some teachers are not consistently following the school's marking and feedback policy, meaning that pupils are not clear about how to improve their work. Teachers' expectations about the presentation of pupils' written work are not consistently high. The teaching of phonics varies.
Not all adults are confident or knowledgeable in how to teach phonics effectively. Progress for the least able pupils, especially in re...ading, is too slow. They do not receive sufficient guidance and support.
The most able pupils are not reaching the standards of which they are capable. Work does not always challenge them enough. Disadvantaged pupils are not making sufficient progress or reaching comparable standards to other pupils.
In the early years, there are limited opportunities for children to deepen thinking and extend learning. The governing body has not checked closely enough on learning progress and how well additional funding is used to improve outcomes for disadvantaged pupils. The school has the following strengths The headteacher and senior leaders have an accurate view of the school's effectiveness.
They know where change is required. Leaders have put into place new systems to check on the quality of teaching and, as a result, this is beginning to improve. Staff receive good support and are keen to develop their practice.
The good behaviour of pupils provides a sound platform for learning. There is a calm and orderly atmosphere around school. There are very positive relationships between pupils and adults.
Pupils receive good care and safeguarding arrangements are secure.
Information about this school
This school is larger than the average-sized primary school. The school is federated with Marshland Primary School, a short distance away.
The executive headteacher and a single governing body have responsibility for both schools. The school is due to become an academy in the summer term. Most pupils are of White British heritage.
The next significant groups represented are Other White and Irish Traveller. The proportion of current pupils known to be eligible for the pupil premium is just above average. There are similar numbers of boys and girls in the school.
The proportion of pupils who have special educational needs and/or disabilities is much lower than the national average. The proportion of pupils with statements of special educational needs, or education, health and care plans, is just above the national average. The school meets the government's current floor standards that set out the minimum expectations for pupils' attainment in reading, writing and mathematics by the end of Year 6.
There have been significant changes in staffing and leadership since the time of the previous inspection. A new executive headteacher took up her post in September 2014. The substantive deputy headteacher moved to a headship position in January 2015 and a new deputy headteacher was appointed in September 2015.
This post was then upgraded to head of school in April 2016. As a result of staff movement, there was a period of discontinuity in middle leadership in 2014 and 2015. New subject leaders for English and mathematics were appointed in April 2016.
Only one teacher at the time of the previous inspection remains at the school. Almost half of the current teaching team have been at the school for less than two years. The school provides before-school care daily, through its well-attended breakfast club, which is managed by the governing body.
The local authority provided support to senior leaders and staff up to July 2016 but limited capacity meant that it was unable to do so in the autumn term. Support has recently resumed. The school does not meet requirements on the publication of information about the previous year's pupil premium expenditure, and its impact on educational attainment, on its website.
