Queen’s Hill Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The headteacher's ambitious and visionary leadership has developed a school ethos which has 'a love of learning' as its core purpose.

Governors skilfully support and challenge school leaders. They know the school well and are dedicated to achieving the best outcomes for all pupils. Leaders, including middle leaders, embrace and promote a shared vision for high standards.

This has led to significant improvements since the previous inspection. Innovative school improvement has led to pupils being taught through an enriched curriculum, which provides many exciting and memorable learning experiences. Teaching is good.

As a result, pu...pils make good progress and achieve well. All groups of pupils currently in the school are making good progress from their different starting points. Pupils who are new to the school are quickly assessed to ensure that their needs are met.

Children in the early years achieve excellent outcomes. They benefit from the outstandingly well-planned and stimulating environments in the Nursery and Reception classes. Pupils feel safe and exceptionally well cared for by all staff.

They behave with respect and consideration towards each other, and speak politely and confidently to adults. Pupils are well prepared for life in the modern world. This is because adults instil in them strong core values and a pride in being part of a very inclusive and outward-looking community.

Staff work hard to develop parents as partners. However, leaders recognise that not all are as engaged or involved as they aim for them to be. Children in the early years and Year 1 develop good mathematical skills.

However, in other year groups, staff are not as effective in helping pupils to develop understanding at a deeper level. Not enough of the most able disadvantaged pupils reach the higher levels in writing. Pupils' presentation and handwriting are not good in all classes across the school.

Pupils who have special educational needs and/or disabilities are not always effectively supported to make good progress in mathematics. as

Information about this school

The school is larger than the average primary school. It is continuing to grow to include three forms of entry in each year group.

The majority of pupils are of White British heritage. As the school grows, an increased proportion of pupils speak English as an additional language. The pupils attend the three Reception classes full time.

There are also two part-time Nursery classes. The proportion of pupils who have special educational needs and/or disabilities is similar to the national average. The proportion of pupils who are supported by the pupil premium is similar to the national average.

Two pupils attend an alternative form of education at an external resource base. In 2016, the school met the government's current floor targets, which set the minimum expectations for pupils' attainment and progress in reading, writing and mathematics at the end of Year 6. The school meets requirements on the publication of specified information on its website.

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