Maltese Road Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The executive headteacher and head of school have high expectations of staff and pupils and provide strong, passionate leadership. Leaders and the new able governing body have a clear understanding of the school's strengths and areas for development. They provide increasingly effective challenge and support to improve both the quality of teaching and pupils' outcomes.

Teachers plan learning that ensures that the majority of pupils make good progress, particularly in reading and writing. Teachers are very well supported by a team of effective learning support assistants. However, some most-able pupils do not achieve as well as they could.

...The use of problem-solving and reasoning skills in mathematics is still developing. Children join the school with attainment that is often below that which is typical for their age. However, they get off to a great start to their education in the Reception class.

The provision is outstanding. Children are excited, interested learners who love to explore the outside area. Pupils behave well both in and out of lessons.

They enjoy school and are very grateful for the time and support that they are given by adults who work at the school. Parents and carers say their children are well looked after and kept safe. Pupils' personal development and welfare are strengths.

Pupils welcome the many extra pupils who join their classes throughout the year. Leaders ensure that the constant change in pupil numbers is seen as a benefit rather than a barrier to teaching. Effective support is provided for pupils and their families wherever needed.

Teachers and leaders carefully monitor pupils' progress. They use, to good effect, the variety of assessment information they gather to support pupils' progress. However, assessment in the wider curriculum beyond English, mathematics and science is not yet fully embedded, nor do pupils have as much opportunity to practise their basic skills in subjects other than English and mathematics.

Leaders, many of whom are new to their roles, are provided with a range of support, challenge and training from within the trust. The leadership of English, science and special educational needs (SEN) and/or disabilities is well established and has a positive impact on pupils' outcomes. Other areas of middle leadership are less secure.

Expectations of the work that pupils produce are mostly high. Pupils strive to do what is asked of them and, in some classes, know what they need to do to improve. This is not yet wholly consistent across the school.

Information about this school

Maltese Road Primary School is smaller than the average-sized primary school. Pupil numbers have continued to grow since the school's opening in 2015. Some year groups are now full.

There is currently one mixed-age class in the school. The proportion of pupils known to be eligible for the pupil premium is in line with the national average. The proportion of pupils from minority ethnic backgrounds is in line with the national average, and the proportion of pupils who speak English as an additional language is below average.

The proportion of pupils who have SEN and/or disabilities is above the national average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is below the national average. 2018 will be the school's first year of results for the end of key stage 2.

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