This is a school that requires improvement The school's leadership and management structure relies too heavily on the headteacher for securing improvement across the school. Responsibilities are not shared out equitably. Leaders, such as those in charge of subjects, have too little involvement in supporting the headteacher in monitoring and helping to improve teaching and the curriculum.
Governance has improved since the previous inspection. Governors are beginning to offer an increased level of challenge to school leaders. Pupils' progress from the end of the Reception Year is inconsistent and too few pupils reach the targets for attainment expected for their age by t...he end of Year 4.
Pupils' attainment is weakest in writing. They are not given opportunities to practise and develop their writing skills by using them across the curriculum. Teaching is not consistently good across the school.
Teachers do not expect enough of pupils. There are occasions when work is too hard or too easy for some pupils and, accordingly, they do not move on to the next stage of learning quickly enough. The school has the following strengths Children get off to a good start in the early years.
Teaching and the curriculum are well led and managed. Children make good progress. The headteacher and staff willingly go the extra mile to support pupils' social and emotional development.
Consequently, pupils feel safe and well cared for. Leaders have established a strong partnership with parents and carers and the local community. Parents are highly positive about the school's work.
Pupils' behaviour is good. They are friendly, polite and are keen to learn. Pupils enjoy their work because they have strong relationships with their teachers.
Teachers make learning fun. Phonics is taught well in key stage 1. The curriculum is planned carefully and is enriched by a good number of clubs and visits.
Provision in sport is especially strong.
Information about this school
This is a larger than average-sized lower school, with 14 classes. Children in the early years are taught in three Reception classes and a Nursery which takes children on a full- or part-time basis.
Most pupils are from White British backgrounds. The proportion of pupils with SEND is broadly average. The proportion of disadvantaged pupils supported by the pupil premium is broadly average.