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This is a good and improving school. Since the previous inspection, the headteacher and her staff have worked assiduously to implement measures to successfully bring about improvement. Leaders were asked to develop their roles to improve teaching, learning and achievement, to accelerate pupils' progress, and to ensure that pupils behave well.
They have been successful in all areas: an effective and well co-ordinated management structure has been established, and more detailed assessment processes guide teachers' planning to align lessons more closely to pupils' needs. Teaching and the use of assessment are good overall, but more consistently so in Years 4 to 6. Guidance in marking is not always respon...ded to by pupils and consequently, there are fewer opportunities for pupils to develop their independent learning.
An imaginative curriculum provides many creative opportunities for pupils to flourish and enthuses them with the desire to learn. The school gives good value for money because attainment is now above average and pupils' achievement is good. Firm management and imaginative incentives to encourage pupils to behave well have resulted in good, and frequently exemplary, behaviour in all aspects of school life.
Pupils are polite and care about each other and older pupils readily take on responsibilities to help younger children through initiatives such as the `family circle'. They say they 'feel safe all the time' because the school site is kept secure and well maintained and the staff look after them very well. Parents and carers agree and say, for example, 'Church Hill School is a wonderful little school, very warm and welcoming and my son loves coming here every day.'
Pupils are well cared for in an inclusive environment that ensures that pupils' special educational needs and/or disabilities are identified and catered for, and that those pupils with specific disabilities are fully integrated into school life. Attendance is high because the school has focused strongly on improving attendance and pupils enjoy coming to school. Pupils are keen to take advantage of the many sporting opportunities available to them, and have a clear understanding of what constitutes a healthy lifestyle.
Their willingness to cooperate with each other and with their teachers, their appreciation of culture, and their concern to contribute to the environment add to their good social, moral, spiritual and cultural development. These factors lead to good personal development which prepares pupils well for their future economic well-being. The Early Years Foundation Stage is well managed.
Good teaching, together with a stimulating and enjoyable curriculum, provides the children with the means to make good progress and achieve well. Good use is made of the limited outdoor space to provide a learning environment that is well matched to the children's needs. As a result of accurate self-evaluation, leaders, staff and governors have identified the precise areas for development that are needed to improve provision and which have stimulated the upward trend in pupils' performance.
The steady, and recently rapid, improvement in performance in all areas of the school demonstrates a good capacity to continue to improve.
Information about the school
This is a smaller-than-average school. Most pupils are from White British backgrounds but an increasing number, and a higher proportion than is usual, come from other ethnicities, mainly mixed or Other White heritages.
Few are at an early stage of learning to speak English as an additional language. A higher proportion of pupils than average have statements of special educational needs, though the number with special educational needs and/or disabilities overall is below average. Pupils' more specific needs mainly relate to learning and physical difficulties.
The governing body manages a breakfast club. The Early Years Foundation Stage comprises of two 30-place Reception classes. The school has Healthy School status.
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