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This is a good school The headteacher, ably supported by other leaders, provides ambitious leadership.
Leaders work tirelessly to create a welcoming school where pupils flourish. Leaders have developed a strong and cohesive teaching team. They have taken determined action to ensure that teaching and achievement have rapidly improved and are now good.
Leaders make regular checks on teaching and pupils' progress. As a result, leaders and governors have an accurate view of the school's strengths and what needs to improve. Teachers know their pupils very well and make learning challenging and interesting.
As a result, attainment in English and mathematics... is improving rapidly across the school and all groups of pupils now make good progress. The most able pupils reach increasingly high standards. However, at times, they are not fully challenged to develop their understanding or extend their skills.
Pupils who have special educational needs and/or disabilities make good progress, because their needs are accurately assessed and they are supported effectively. The needs of disadvantaged pupils are well catered for, enabling them to make progress similar to, and sometimes better than, their peers. The provision in the early years is good.
Children make a positive start to school and make good progress because of effective teaching. Pupils' behaviour is good. They feel safe in school, because staff provide a secure environment in which to learn.
The interesting curriculum motivates pupils to achieve well. Subject leaders have made effective improvements to the curriculum. However, they do not make a full contribution to monitoring and developing teaching in their areas of responsibility.
Governors give good support to the school. Nevertheless, they do not hold leaders to account for standards in the school robustly enough.
Information about this school
The school is much smaller than the average-sized primary school.
The majority of pupils are of White British heritage. Pupils are organised in four classes; a Reception class and three mixed-aged classes. An above-average proportion of pupils have SEN and/or disabilities.
The school met the government's current floor standards in 2017. These set the minimum expectations for pupils' attainment and progress in reading, writing and mathematics. The school operates breakfast and after-school clubs.
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