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Very effective leadership has ensured continuous and ongoing improvements, enabling the school to sustain and build on its history of high achievement. Pupils thrive in an environment where every child is known, cared for and valued, and this is helping them to achieve excellence in both their personal and their academic development. Most children join the Reception class with the level of skills that are expected for their age.
From a flying start in the extremely effective Early Years Foundation Stage, pupils goon to reach high levels of attainment by the end of Year 6. This has been a consistent picture for the last five years. The high overall quality of pro...vision, including excellent teaching and a vibrant curriculum, is a key contributory factor to pupils' outstanding achievement.
Pastoral care is excellent, relationships are very supportive and the school has a well-developed family ethos. Pupils told the inspection team that, 'All the staff care about us; they keep us safe and are always kind.' The school is highly inclusive and pupils with special educational needs and/or disabilities are enabled to make the same excellent progress as their peers.
Partnerships with local secondary schools and with the nearby City Learning Centre are exceptionally strong and contribute significantly to enhancing provision in the school in technology, music, modern foreign languages and many other areas of the curriculum. The headteacher provides clearly-focused strategic leadership. Supported by an effective deputy headteacher, she has created a very strong team ethos, with a clear focus on continuous school improvement.
Very effective subject leaders contribute strongly to taking the school forward. Leaders are not complacent. The school usually measures success against highly aspirational targets.
Areas for development and improvement are clearly and correctly identified and the school takes appropriate actions to address them. For example, although the vast majority of pupils reached the nationally expected levels at the end of Year 2 in 2011, the proportion reaching the higher levels was only average. The school was not satisfied with this, recognizing that it did not match the substantial proportion reaching the higher levels at the end of Key Stage 2.
This issue has been addressed very decisively in the current year by strengthening provision in Key Stage 1 and by close monitoring of outcomes for more-able pupils. Although this is still a work in progress, early signs of improvement are already apparent and inspection evidence shows pupils are making excellent progress in Key Stage 1 and in Year 3. Extremely accurate self-evaluation is based on systematic monitoring and rigorous assessment, with a clear analysis of need and outcomes.
All these factors, together with the very many skills and talents of staff and leaders, including an extremely knowledgeable and effective governing body, combine to demonstrate that the school has outstanding capacity to continue to improve.
Information about the school
The school is slightly smaller than most other primary schools, although it has increased in size since its last inspection. The proportion of pupils known to be eligible for free school meals is well below average.
The proportion with special educational needs and/or disabilities is below that usually found. Most pupils are from White British backgrounds, with a very small proportion from minority ethnic backgrounds. Since its previous inspection the school has renewed its Healthy School status.
It has also gained the Activemark. Before-and after-school care clubs are provided on site by an independent company. These provisions are subject to separate inspection by Ofsted and reports are available on the Ofsted website.
Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms