Pupils make rapid progress in their learning. In mathematics and English, pupils' attainment at the end of Year 6 is much higher than in most schools nationally. Standards achieved by pupils in mathematics are exceptionally high.
Teaching is consistently good or better in all year groups and subjects, and much is outstanding. Teachers have high expectations and plan interesting lessons that engage the pupils' imagination and enhance their love of learning. The school is led very well, and the headteacher is an excellent role model for both pupils and teachers.
Governors are very knowledgeable about the school's performan...ce. Governors, senior managers and teachers are united and ambitious in their vision for the school. They are committed to maintaining a happy and positive school, where pupils are able to flourish.
Governors make sure that resources are used extremely well so that all pupils make outstanding progress. Additional funding such as the pupil premium is used very effectively to minimise any gaps in achievement between different groups of pupils. Senior leaders and governors continually check on what works well and what needs improving to ensure pupils' needs are fully met.
Pupils behave extremely well in lessons and around the school. They feel very safe and enjoy the wide range of activities that are planned for them. Parents are very supportive and have great confidence in the school to keep their children safe.
Pupils arrive punctually at school and quickly settle into their work. Attendance is above the national average.
Information about this school
This is a larger than average-sized junior school.
There are three classes in each year group from Year 3 to Year 6. The proportions of pupils from minority ethnic groups and those who speak English as an additional language are much higher than the national average. The proportion of pupils supported by the pupil premium is higher than the national average.
The additional funding is for certain groups of pupils, including children in the care of the local authority, those from service families and pupils known to be eligible for free school meals. The proportion of disabled pupils and those who have special educational needs supported through school action is average. The proportion supported at school action plus or with a statement of special educational needs is below average.
The majority of pupils who need extra help have speech, language and communication needs. The headteacher has supported one school inside the local authority and a number of other schools elsewhere. The school meets the government's current floor standards for Year 6, which set the minimum expectations for the pupils' attainment and progress in English and mathematics.