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This is a good school The headteacher and governors have successfully steered the school through challenging times.
As a result, the school has recovered following a period of decline in the quality of leadership, management, teaching and pupil outcomes. Leaders, staff and governors have the pupils' needs at the heart of all they do. They continue to work with determination to move the school forward.
Significant improvements in the quality of teaching, despite a large turnover of staff, have resulted in pupils in key stages 1 and 2 making stronger progress. Although a few inconsistencies remain, progress is good overall across a range of subjects. Gaps in lea...rning caused by earlier weaknesses in teaching are being overcome.
In 2018, standards in reading, writing and mathematics were broadly average as a result. At times, the most able pupils, including those who are disadvantaged, do not achieve as well as they should because the work set lacks sufficient challenge. The vast majority of parents and carers say that children are cared for well.
Some, including those whose children have special educational needs and/or disabilities (SEND), would like leaders to improve communication between school and home. The school is calm and well ordered. Pupils are happy, feel safe and behave well.
They try hard in class. Pastoral leadership is strong. Pupils and their families are provided with effective support to help overcome any difficulties they may face.
However, a number of pupils still find it difficult to attend school regularly. Pupils enjoy a rich and diverse curriculum which offers many exciting opportunities to learn both in and beyond the classroom. The effective teaching of drama and art makes a strong contribution to pupils' spiritual, moral, social and cultural development.
Children get off to a good start in early years in many areas of learning. However, the teaching and assessment of phonics and early reading, writing and mathematical skills for children currently in Reception lack precision. This limits progress at times.
Middle leaders drive improvements in their areas of responsibility well. This is raising standards across a range of subjects. On occasion, leaders do not build well enough on the expertise of other staff.
Governors are well informed and hold school leaders fully to account for their actions. Safeguarding systems are effective.
Information about this school
The number on roll is rising steadily; however, the school remains smaller than the average-sized primary school.
The proportion of girls who attend the school is much higher than the national average. Some classes, particularly in key stage 2, have relatively small numbers of pupils compared to other classes. A much higher proportion of pupils than average join and leave the school at other than the usual times.
The large majority of pupils are of White British heritage. There are no Nursery classes. Children attend the Reception class full time and join the school from a number of pre-school settings and some from none.
The proportion of disadvantaged pupils is more than double the national average. The proportion of pupils with SEND is high. Since the previous inspection, the school has experienced significant turbulence in staffing.
The substantive headteacher post was vacant for a period in 2015. The school was led by temporary headteachers before the current headteacher joined the school in January 2016. The deputy headteacher left his post in September 2016.
The assistant headteacher took up her post in September 2018. A significant number of teaching and support staff have joined and left the school since the previous inspection, including a number of teachers new to the profession who completed their period as a newly qualified teacher. Almost all governors have joined the governing body since the last inspection.
The local authority has brokered support for the school and provided a range of human resource advice since the previous inspection. The school provides a breakfast club for pupils. The school is a member of the Ignite cluster of schools and several other school networks.
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