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This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Summary of key findings for parents and pupils
This is a good school Leaders and managers at all levels are driven in their actions.
As a result, standards have improved in all aspects of the school's work. Teachers plan interesting and exciting lessons across a broad and balanced curriculum. Pupils talk enthusiastically about their learning.
Teachers check pupils' work carefully and ensure that any pupils who need to catch up are given the help they need. In 2016, pupils in key stage 2 made good progress in reading and mathematics. Progress was not as strong in writing.
Current pupil performance information and evidence in pupils' books demonstrate that pupils across the school are making good pr...ogress in reading, writing and mathematics. Governors are supportive and have a detailed and accurate understanding of the school's strengths and areas for development. They robustly hold school leaders to account.
Disadvantaged pupils in key stage 2 made better progress than other pupils in 2016 in reading and mathematics. Children get off to a good start in Reception. They enjoy well-planned, purposeful activities that develop their academic and social skills.
However, some of the most able pupils do not maintain their good progress in key stage 1. There are some minor variations in rates of progress made by small groups of pupils, such as the most able disadvantaged pupils, in writing. However, current interventions and monitoring are ensuring that no pupil is left behind.
Pupils' behaviour in and around school is good. They enjoy learning and articulate confidently how proud they are of their school. Children and pupils in all years are taught well about how to stay safe, including when they are online.
Safeguarding arrangements are effective. Pupils are well cared for throughout the school and parents comment positively about how confident they are in leaving their children in a 'safe, happy, supportive and stimulating environment'. While attendance has fallen in the past year, especially disadvantaged pupils' attendance, the school is working hard to secure improvements with this.
However, there is still more work to be done.
Information about this school
The school meets requirements on the publication of specified information on its website. The school is much larger than the average primary school.
The acting headteacher has been in post since the summer of 2016. The previous headteacher retired in December 2016. Most of the pupils are of White British heritage.
Just over a third of pupils are from minority ethnic backgrounds and a fifth speak English as an additional language. The proportion of pupils who are eligible for free school meals is much lower than that of other schools nationally. The number of pupils who have special educational needs and/or disabilities is lower than that of other schools nationally.
The number of pupils who move in and out of the school during the school year is in line with that of other schools nationally. The school runs a breakfast and after-school club. In 2016, the school met the government's floor standards, which are the minimum expectation for pupils' attainment and progress at the end of Year 6.
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