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This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Headteacher
Mrs Catherine Williams
Address
Vicarage Road, Chelmsford, CM2 9PH
Phone Number
01245352166
Phase
Academy
Type
Academy converter
Age Range
5-7
Religious Character
Does not apply
Gender
Mixed
Number of Pupils
179
Local Authority
Essex
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Summary of key findings for parents and pupils
This is an outstanding school. The headteacher's calm determination to raise pupils' achievement inspires all staff to teach high quality lessons. Subject leaders are trained very effectively so they make a strong contribution to school improvement.
They are highly skilled teachers who provide models of high quality practice from which others can learn. Governors make a major contribution to the school's development. They plan long-term, ask challenging questions and make sure the headteacher has the resources to secure the improvements the school wants to see.
The school has the capacity to build on its successes and continue to improve. Staff and governors h...ave a very clear understanding of the school's qualities and what is required to improve further. High quality and imaginative teaching motivates pupils and leads to their rapid progress and high attainment in reading, writing and mathematics.
High quality teaching in Reception in a very vibrant environment both inside and outdoors gives the children a very firm foundation for learning in Years 1 and 2. Topic themes provide pupils of all ages with many memorable experiences. This results in rapid progress and high levels of motivation.
The school's success in achieving equality of opportunity is shown by the outstanding progress of disabled pupils and those with special educational needs. Teachers have very high expectations of pupils' work and behaviour. Pupils rise to the challenge by trying their hardest and persevering at all times.
The pupils' pride in the school is shown by their excellent behaviour, manners and their respect for others. The new behaviour code makes a strong contribution to the school's exceptionally positive climate for learning. Pupils with particular behaviour needs are managed well and supported so they are fully integrated into school life.
As a result of the firm line taken to reduce absence, attendance has risen and is consistently above average. Many activities support pupils' spiritual, moral, social and cultural development. Pupils enjoy learning about other cultures and have a clear sense of right and wrong.
Teachers' marking of writing gives clear guidance on how well pupils are doing but does not always require responses to their suggestions about how work can be improved further.
Information about this school
The school is smaller than most primary schools. A quarter of the pupils are from a wide range of minority ethnic backgrounds.
This figure has risen in the last few years and is now broadly average. The proportion of pupils who speak English as an additional language is below average. The school receives the pupil premium for a small proportion of the pupils.
This is extra government funding given to schools for pupils known to be eligible for free school meals and those in local authority care. The proportion of disabled pupils and those with special educational needs supported through school action is below average and falling. The proportion of pupils supported at school action plus or with a statement of special educational needs has risen to an average level with an increase in the number of pupils identified with autistic spectrum disorder.
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