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This is a good school The school has improved rapidly since its previous inspection. Behaviour, teaching and outcomes have all improved considerably, especially since the head of school's appointment at the start of this academic year.
Leaders and governors are ambitious. They are determined to see the school improve further. Pupils, parents and staff support this ambition.
Middle leaders form a strong team. They are increasingly leading the improvement of teaching in their subjects. Governance has improved greatly in the last two years.
Governors know the school well and provide effective support and challenge to school leaders. Pupils, especially in... key stage 2, benefit greatly from specialist teaching and facilities in several subjects. A wide range of clubs, activities and visits adds to the taught curriculum.
Sport is particularly strong in the school. The school's systems to measure pupils' progress are new and improving. However, assessment information is currently of variable quality and therefore not as useful as it ought to be.
Pupils make good progress in most subjects in key stage 2. In English and mathematics, their progress is improving rapidly. Pupils make good progress in all subjects in key stage 3.
Pupils' progress in key stage 2 in English and especially mathematics has been too slow in recent years. It is now improving. Although teaching in English and mathematics is effective, pupils do not practise their reading and arithmetic skills enough in other subjects.
Provision for disadvantaged pupils is strong. They are well supported and are making better progress as a result. Teaching is now consistently good across all years and subjects.
Teachers provide activities that usually engage and challenge most pupils, especially the most able. Teachers plan well for pupils of different abilities. However, planning does not always take into account pupils' special educational needs as well as it should.
Pupils behave well. They typically work hard in lessons and are keen to do well. They are polite, thoughtful and courteous.
The school is calm throughout the day. Pupils feel safe in school. Adults ensure that pupils are well cared for.
Pupils with medical needs receive high-quality support to ensure that they are fully included in school life. Relationships are strong across the school. Pupils like and respect their teachers.
They enjoy school and attendance is consistently higher than the national average.
Information about this school
The school meets requirements on the publication of specified information on its website. The school is smaller than the average-sized middle deemed secondary school.
Most pupils are White British. The proportion of pupils from minority ethnic heritages is below average, as is the proportion of pupils who speak English as an additional language. The proportion of pupils who have special educational needs and/or disabilities is broadly average.
The school has a below-average proportion of disadvantaged pupils. The school does not make any use of alternative provision. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress by the end of Year 6.
The school meets the Department for Education's definition of a coasting school, based on key stage 2 academic performance results in 2014, 2015 and 2016. The school is part of the Codsall High Federation of Schools. It is formally federated with Codsall High School and Bilbrook Church of England Middle School.
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