Pupils make significant progress in their learning and achieve outstandingly well. By the end of Year 6, their attainment is usually above average. The strong teamwork amongst staff means teachers and support staff work together in the most effective way and get the best out of pupils.
Teachers are particularly good at helping to bridge pupils' learning as they move from one class to the next. Teachers have high expectations of pupils and challenge all groups to achieve the very best that they can. The school promotes a strong sense of community.
Hence, pupils develop an equally strong sense of belonging. They feel safe,... happy and secure, and grow in confidence to become self-assured and independent youngsters who can think for themselves. Behaviour is exemplary around the school and in lessons.
An extensive range of learning experiences makes a strong contribution to pupils' spiritual, moral, social and cultural development. Children in Reception are given a robust foundation in early literacy and numeracy. The supportive but stimulating atmosphere within which they work enables children to thrive and develop resilience as learners.
The headteacher provides outstanding leadership and is supported exceptionally well by her very capable deputy. Together they have established strong leadership right across the school. As a result, middle and senior leaders work actively with all staff to continuously improve and refine the quality of teaching.
A high level of professional debate takes place daily on how well teaching meets the needs of individual pupils and how it can be better still. The school has not stood still since its last inspection and has more than kept pace with developments and improvements nationally. Governors provide a strong steer for the long- term development of the school.
They successfully achieve a highly effective balance between supporting staff and holding them to account for the school's performance.
Information about this school
The school is an averaged-sized primary school. The majority of pupils are White British but about 40% come from a wide range of other ethnic backgrounds, which is much higher than in most schools.
An above average proportion of pupils speak English as an additional language though most are fluent English speakers. A broadly average proportion of pupils are supported by the pupil premium, which is extra government funding given to the school on the basis of the numbers known to be eligible for free school meals or in the care of the local authority. The proportion of disabled pupils and those with special educational needs who are supported at school action is similar to the national average.
However, the proportion at school action plus or with a statement of special educational needs is above average. In particular, a comparatively high percentage of pupils have statements for autism spectrum disorders. The school meets the government's floor targets for pupils' progress and attainment in English and mathematics.