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Most parents and carers hold very positive views of the education it provides for their children, describing it as a happy and supportive environment in which to learn. It is not outstanding because the quality of teaching is not consistently good or better throughout the school. Pupils make better than expected progress from their low starting points.
At the end of Key Stage 2, attainment in reading and mathematics is broadly in line with the national average, although there are fewer pupils reaching the higher levels than in most schools. In writing, as a result of the school's focus since the previous inspection, pupils now perform significantly better than their coun...terparts nationally. Teaching is typically good.
However, in a minority of lessons, assessment is not sufficiently accurate to ensure planning meets the needs of all pupils, particularly those who are higher attaining. The curriculum offers imaginative opportunities for pupils to practise their literacy skills across a range of subjects but there are fewer chances for them to apply their mathematical knowledge in other lessons. Responses from parental and pupil questionnaires confirm the inspectors' judgement that the good behaviour seen in lessons and around the school is typical.
Pupils enjoy being in school and display positive attitudes to learning. Leadership and management are good. Senior leaders have worked successfully to secure a range of improvements since the previous inspection.
Middle leaders have become more accountable for the quality of teaching, particularly in their subject areas, but their impact on raising achievement is uneven. The governing body offers constructive challenge and plays an active role in the life of the school.
Information about the school
This is a much larger than average primary school.
Pupil mobility is higher than the national average and the school has expanded since the previous inspection so that there are now four classes in all year groups up to Year 3. The proportion of pupils representing minority ethnic heritages is much higher than in most schools, as is the proportion of pupils who speak English as an additional language. The number of pupils at the early stages of learning English has increased since the last inspection, with a high number joining last year when a fourth Year 1 and Year2 class were created.
The proportion of pupils who are known to be eligible for free school meals is higher than the national average. The proportion of pupils who are disabled or have special educational needs is lower than average. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress.
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