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This is a good school Since the last inspection, leadership expertise, including from the recently formed Viaduct Federation, has yielded a very positive impact. Standards are rising quickly and securely.
Pupils achieve well. Senior leaders and governors hold a compelling vision for the school, rooted in serving its local community effectively. This is conveyed well.
Nevertheless, school improvement planning could be strengthened to mirror leaders' goals more precisely. Leaders have established robust systems for tracking the performance of pupils. However, analysis of this information is at an early stage.
The teaching of reading and writing is highl...y effective. From the earliest stages, pupils develop a secure love of reading. Pupils enthusiasm for activities such as storytelling and writing for pleasure shine through.
Pupils attain well in reading, writing and mathematics. However, too few are working at greater depth in mathematics. Throughout the school, the progress that disadvantaged pupils make has strengthened.
However, although their progress is now similar to that of their peers, they attain less well. Leaders have designed a curriculum that captures pupils' interest. Adjustments in recent times mean it serves pupils well.
Staff training is regular and helpful. Nevertheless, a small proportion of adults are less skilled when supporting pupils with special educational needs and/or disabilities (SEND). Staff in the early years know the children well.
Most children achieve a good level of development which leaves them well prepared for the challenges of Year 1. Pupils, including children in the early years, behave well. Principled leadership promotes the core values of modern society very effectively.
Governors are highly skilled and enhance the school's leadership capacity. They drill into information, asking challenging questions of school leaders. Leaders' use of additional funding is effective.
Nevertheless, leaders' published plans relating to this aspect omit some of the required elements. Parents and carers brim with enthusiasm about the difference that the federation is making to the school. They speak positively about improvements to the environment, leadership and the quality of teaching and learning.
Safeguarding is effective. Staff are knowledgeable and know what to do if they are concerned about pupils' welfare.
Information about this school
The previous headteacher left in December 2017, after a period of absence.
At the same time, Wyvern School federated with the nearby junior school, Bushfield School. The federation is called Viaduct Federation of Schools. In January 2018, the executive headteacher took up post, sharing his time equally between the federation's two schools.
In January 2019, the associate headteacher took up post, also sharing his time between both schools. The deputy headteacher was appointed as the school's special education needs coordinator in September 2018. In April 2018, one federated governing body was formed.
Some governors, who were originally part of Wyvern's governing body, joined. The local authority has provided regular support to the school via a targeted intervention board, following the last full inspection. The proportion of pupils who are supported by the pupil premium is lower than the national average.
The proportion of pupils with SEND and/or an education, health and care plan is below the national average. Approximately 40% of pupils speak English as an additional language, which is above that seen nationally. The school does not meet requirements on the publication of information because : some of the necessary information about the school's spending of pupil premium funding, the SEN information report and the school's equality objectives are missing from its website.
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