This is a good school Since joining the school in 2015, the new headteacher has taken robust and effective action to tackle weak teaching and develop strong leadership. Recently appointed leaders have a clear understanding of what the school needs to do to improve.
Children in the early years benefit from carefully planned provision and good teaching. Children enter the Reception classes with skills and knowledge that are broadly typical for their age. Outcomes by the end of the Reception Year in 2015 were broadly average.
Pupils leaving key stage 1 achieve above-average standards. Pupils' overall attainment by the time they leave the school is above average i...n reading, writing and mathematics. Pupils' attainment in the Year 1 phonics screening check was well above average in 2014 and 2015.
Leaders have worked hard to improve attendance. Despite their efforts, attendance remains just below average. The attendance of disadvantaged pupils has improved over the past year.
As a result of good teaching, pupils in the designated special provision for those diagnosed with autism spectrum disorder make good progress. Leaders have identified appropriate priorities for improvement. Plans to address these priorities are appropriately focused but at an early stage of development.
Pupils behave well. They are safe and happy at school. They have positive attitudes to learning and respond well to their teachers who motivate them with slogans such as, 'never, ever, ever give up!' Pupils benefit from a broad and interesting curriculum.
Teachers have successfully implemented a new planning and assessment system. This has led to improved teaching which has had a positive impact on pupils' progress. The governing body is in the process of recruiting new members to broaden its collective skills and develop further the level of challenge that it offers to leaders.
Governors have not been rigorous in challenging leaders about the impact of the spending of the pupil premium funding. Pupils sometimes are allowed to choose tasks which are too easy for them in writing and mathematics lessons. In reading lessons teachers occasionally choose texts which do not challenge the most able readers sufficiently.
Information about this school
Sherwood Park is larger than the average-sized primary school. The school became a stand-alone academy in 2014, working with support from the Penhill Trust. The majority of pupils come from a White British background and speak English as their first language.
The proportion of pupils who have special educational needs and/or disabilities is above average. There have been significant changes to the membership of the leadership team, to the governing body and to the teaching staff since the school became an academy. The headteacher took up her post in September 2015.
Children in the early years are taught in two part-time Nursery classes and two full-time Reception classes. The school has a designated special provision for pupils diagnosed with autism spectrum disorder. The school runs breakfast and after-school clubs.
The school meets the government's current floor standards, which are the minimum expectations for pupils' attainment and progress by the end of Year 6. The school does not comply with Department for Education guidance on what academies should publish about their special educational needs policy, equalities duty and spending of the pupil premium funding. During the inspection, leaders started to take swift action to ensure that they comply with the current guidance.