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Pupils are taught to have pride in themselves at this school.
They learn and represent the school's core values of productivity, community, integrity, inclusivity and ambition. For example, pupils support community events such as Remembrance Day parades. They coordinate food bank collections to support local charities.
The school has high expectations of all pupils. Pupils take pride in their work. They talk knowledgeably about what they have learned.
They achieve highly. Pupils experience high-quality lessons across much of the curriculum.
Most pupils are polite and behave sensibly.
They show respect to adults and to each other. Most pupils... enjoy learning. A small number of pupils do not behave well.
Staff deal with this and do not allow poor behaviour to disrupt lessons. Bullying sometimes happens but is dealt with quickly. This helps pupils to feel safe.
Pupils enjoy an impressive variety of different clubs and activities at the school. For example, they participate in sports such as rowing, volleyball and karate. Pupils also take part in school theatrical productions, photography and origami and tend an allotment.
These opportunities allow pupils to explore and nurture their talents and interests.
Pupils learn important life skills, including how to manage money. They share lived experiences of different cultures and religions.
For example, pupils learn about the Muslim faith and learn about religious practices during Ramadan.
What does the school do well and what does it need to do better?
The school provides a consistently high quality curriculum. This ensures that important knowledge and skills are precisely identified and developed.
The school has great ambition for pupils, including those with special educational needs and/or disabilities (SEND). Pupils are well prepared for future education, training and employment opportunities.
Pupils revisit topics regularly and are challenged to recall prior learning.
This helps them to know more and remember more. For example, pupils use prior knowledge to answer 'brain in gear' questions and apply their knowledge in different phases of the lesson. Teaching and assessment are not consistent across lessons.
Pupils in some lessons do not experience clear modelling and explanations. At times, pupils' misconceptions are not addressed. This slows the progress that some pupils make through the curriculum.
The school ensures that the curriculum meets the needs of all pupils. Pupils with SEND have their needs identified precisely. They receive the support they need in lessons.
The school prioritises pupils from disadvantaged backgrounds. It ensures that these pupils receive the best possible opportunities to develop their knowledge and to achieve highly.
Pupils experience considerable success in published assessments and examinations.
Most pupils articulate what they have learned with clarity. For example, pupils provided detailed explanations of radioactive decay in science. They spoke with confidence about the work of great artists.
Pupils demonstrate their improving knowledge. For example, pupils continually reflect on feedback and make improvements to their work.
The school has prioritised reading throughout all aspects of the curriculum.
The school's 'forensic reading' lessons ensure that pupils develop critical thinking and analytical skills. Pupils who are weaker at reading receive swift and extensive support. They develop a love for reading and talk enthusiastically about stories.
Most pupils behave in a respectful manner. They have positive relationships with adults. Pupils follow the routines and expectations of the school's behaviour policy with a renewed focus on 'positive discipline with kindness'.
A small number of pupils have not adapted to the school's expectations. The school continues to support these pupils to behave as expected. Pupils now receive fewer repeated suspensions.
However, this needs to reduce further. Some pupils do not attend school frequently enough. Leaders are keen to further develop relationships between the school and the community as part of a wider strategy to improve attendance.
Pupils receive a comprehensive programme of personal development. They learn how to keep themselves physically and mentally healthy. They consider thought-provoking themes such as suffrage and misogyny.
The school provides a rich array of clubs, trips and visits. Pupils receive many opportunities that help them consider potential careers.
Some parents and carers expressed concerns about the impact of changing leadership.
The school now has stable leadership. There is demonstrable improvement across all areas of the school. Most staff feel supported, and that their workload is manageable.
Trustees and governors have a sharp understanding of the school's strengths and what needs to improve further.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The implementation of the curriculum is inconsistent.
Some lessons lack consistent application of agreed pedagogical methods that help pupils know and remember more. This limits the progress that some pupils make through the curriculum. The school should ensure that staff provide consistently high quality teaching across all aspects of the curriculum.
• A significant number of pupils are persistently absent. This limits their ability to make progress through the curriculum. The school should further develop relationships with the community and improve the attendance of all pupils.
The school's new approaches to managing behaviour are not fully embedded. A small number of pupils do not behave well. The school should ensure that new methods to manage behaviour are fully embedded and that a positive behavioural culture is further developed at the school.
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2024 Primary and GCSE results now available.
Full primary (KS2) and provisional GCSE (KS4) results are now available.