Please see below our most recent Ofsted report.
Although disappointed with the grading, there are lots of positive comments from the Ofsted report. We are very proud of our children, staff and community who make our school the special place that it is.
- Pupils are proud to belong to this welcoming community. They show kindness to each other, valuing different characteristics, choices and faiths. Relationships between adults and pupils are respectful. Pupils behave well in classrooms and around the school. They know they can talk to staff if they have any worries, and they trust adults to help them. This ensures that pupils feel safe and are kept safe at school.
- The school nurtures pupils’ confidence and resilience.
- Leaders have been swift in evaluating the school’s strengths and weaknesses.
- Leaders are ambitious for pupils.
- They [the school] are making several changes to the curriculum.
- Leaders have created an environment where staff feel well supported and excited about the direction the school is taking.
- Staff value the school community and the help they receive from each other.
- In some subjects, important content has been identified and well sequenced. This helps pupils to embed knowledge before talking the ideas.
- Pupils are given opportunities to revise and build on their prior learning.
- Pupils with SEND are accurately identified and typically receive skilled support.
- Teachers make appropriate adaptations to tasks and use resources appropriately to meet different needs.
- Leaders are rightly prioritise pupils reading. External specialist help staff acquire the necessary expertise to implement the agreed phonics program.
- Pupil’s practice reading books that are well matched to the sounds they know. This is helping those at the early stages of reading to read with increased fluency. Any pupils falling behand are quickly identified and supported to catch up.
- A positive culture of reading develops throughout the school. For example, class reading ambassadors support younger pupils with reading.
- Leaders recognise issues and are developing plans to improve further.
- The development of pupils’ vocabulary is prioritised, including in early years, where staff develop children’s communication through the different areas of learning.
- Leaders know families well and provide effective support when required.
- Behaviour is positive and pupils focus well on the learning.
- Playtimes are happy and pupils enjoy organising activities.
- A wealth of opportunities are provided to enhance pupils’ personal development.
The report can also be found on the Ofsted website by clicking here
Visit this site to find schools in England and view school performance, characteristics and spend per pupil data.