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This is a good school. Pupils' achievement is good because they make good progress from low starting points and reach average standards at the end of Key Stage 2.
Children enter the Nursery with levels of development that are well below those typical for their age. As a result of good support and teaching, they make good progress in the Early Years Foundation Stage. All groups of pupils, including lower attainers and those who are new to the school and speak English as an additional language, receive high-quality care and support.
The quality of teaching is good. Teachers receive good support from senior leaders and managers to bring about improvements. Behavi...our and safety are good.
Pupils enjoy coming to school and they are keen to learn. Pupils from different backgrounds get on well with each other and feel safe at school. The headteacher is supported effectively by a committed team of senior and middle leaders, including governors.
Good levels of achievement and teaching have been maintained since the previous inspection. The promotion of pupils' spiritual, moral, social and cultural development, through the rich and vibrant curriculum, is a strength of the school. There is strong support for leadership by parents, carers and staff, and staff morale is high.
Governors know the main priorities for the school and provide good support and challenge to bring about improvements. It is not yet an outstanding school because: Teaching is not yet of the highest quality to bring about rapid and sustained progress in all years. The progress in reading, particularly for the most able pupils, is not consistently good in all year groups.
In some lessons teachers do not always check pupils' work closely enough to correct mistakes quickly. There are too few opportunities for pupils to respond to teachers' comments on their work to enable them to improve it further. Pupils do not always know and use their targets in lessons to check their own learning.
Information about this school
This school is larger than the average-sized primary school. There are significantly more girls than boys in the school. There is only a small number of White British pupils as the proportion of pupils from minority ethnic backgrounds is well above average, as is the proportion of pupils who speak English as an additional language.
The proportion of pupils for whom the school receives the pupil premium (additional government funding for pupils known to be eligible for free school meals, looked after children and children of service families) is above average. The school currently has no one looked after child. There are no children from service families.
The proportion of disabled pupils and those who have special educational needs supported by school action is average; the proportion supported at school action plus or with a statement of special educational needs is above average. The school does not currently use any alternative, off-site provision for its pupils. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress.
A high proportion of pupils join or leave the school other than at the usual times. The school provides a daily breakfast and an after-school club for pupils. The children's centre, which shares the school site, is managed by the governing body and has not yet been inspected.
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