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This is a good school The headteacher, working in effective partnership with the deputy headteacher, has improved the school significantly so that it is now a good school.
Leaders and governors have secured school improvement because they know their school well. They understand its strengths and what remains to be done to make it outstanding. Leaders have improved the quality of teaching, so that it is now good.
This has improved outcomes for pupils throughout the school. Leaders have devised new and effective ways of checking pupils' outcomes. They record these outcomes in clear and easily understandable ways.
They share the records with governors, w...ho thus have the information they need to ask searching questions. In this way governors share in driving the school forwards. Leaders and governors make good use of additional government funding for disadvantaged pupils and for sport in primary schools.
Teaching is purposeful and effective. Leaders guide new teachers well, so that they quickly gain the skills they need to enable pupils to learn well. Teaching promotes good learning.
Teachers clear up pupils' misconceptions effectively. Teaching assistants are deployed well. Feedback, both oral and written, helps pupils understand how to improve their work.
Pupils are friendly, confident and polite. They respect others. They keep their books neat and the school tidy.
They are kind and thoughtful to one another. The school looks after them well and keeps them safe. Pupils' outcomes are good.
They make consistently good progress in their learning. Disadvantaged pupils achieve well, and there is little difference between their achievement and that of other pupils. Pupils with a range of additional needs also achieve well.
Children in the Nursery and Reception classes are taught well and looked after caringly. They are taught their phonics (sounds and letters) well. The indoor and outdoor play areas are inviting, enabling children to learn a range of physical and creative skills.
The school engages well with parents. They appreciate its strong Christian values. It is not yet an outstanding school because : Teaching does not always ensure that the most-able pupils are set work pitched at a high enough level to enable them to make the most rapid progress they can.
Leaders do not always secure better performance for the most able. Leaders' plans for school improvement cover the right priorities, but do not focus sharply enough on the detail of how improvements are to be made and by when.
Information about this school
St Anselm's is an average-sized primary school.
An average proportion of pupils are eligible for additional government funding, known as the pupil premium. The funding is used to support pupils who are eligible for free school meals and children who are looked after. Most pupils come from a wide range of minority ethnic heritages.
The proportion of pupils who speak English as an additional language is higher than average. The proportion of pupils who have special educational needs or disability is lower than average. Since the previous inspection, there have been considerable changes in staffing.
There is no breakfast club and after-school care provision. The school meets requirements on the publication of specified information on its website. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress in reading, writing and mathematics by the end of Year 6.
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