Our 2014 inspection made us one of the first schools to come under OFSTED’s stringent new criteria. We are very pleased with the positive and complimentary remarks made by OFSTED. Some of the observation and comments made were:
- Children’s behaviour and attitudes to learning are good. They are happy, interact well with each other and are eager to share their work with staff and visitors. They are kept safe by caring and supportive staff.
- Leaders and managers are strongly committed to improving the quality of teaching and raising achievement. The Headteacher is highly ambitious and communicates high expectations of staff and pupils.
- Leaders and managers have been successful in narrowing the attainment gaps between the disadvantaged pupils and their peers in reading and writing.
- Governors know the school well, including its strengths and areas for development. They are ambitious and want the very best for the pupils. They have the appropriate skills and knowledge to support senior leaders and to challenge them on the work they do, particularly in relation to raising achievement.
- Teaching is consistently good and improving. As a result, pupils make good and more often better progress from their starting points and achieve well.
- The quality of work seen in lessons, books and displayed on walls confirms the school’s own information that pupils make good and more often better progress in reading, writing and mathematics.
- In 2013, pupils’ attainment at the end of Year 6 in reading, writing, mathematics and English grammar, punctuation and spelling is high and significantly above average. The unvalidated information of pupils’ overall attainment at the end of Year 6 2014 shows that attainment in all these subjects improved further
- The most-able pupils make good and sometimes better progress in reading, writing and mathematics. They receive sufficient challenge by teachers in lessons and do higher level work. As a result, their attainment at higher levels in all of the subjects is much greater than the national average.
- Disabled pupils, those with special educational needs and those from minority ethnic groups make the same good progress as their classmates because of the effective support they receive from both teachers and teaching assistants.
- The leadership of the early years is good and the senior leader with this responsibility has a clear understanding of achievement and the quality of teaching. Staff work effectively with parents to ensure that children make a good start to school. As a result, children settle quickly into routines. They develop their social skills rapidly and learn to share, listen, take turns and act on instructions.
Our target set by OFSTED is to ensure that all children classed as disadvantaged make the same outstanding progress in maths as others in our school.
With the significant changes to the inspection criteria in September 2014 comes emphasis on the progress and attainment of disadvantaged children. In our school this makes up 7% [30 children] of our school population. This is a key area of every inspection since September 2014 and impacts on every judgment within the report.
OFSTED recognised that we have been successful in narrowing the attainment gap in English and this needs to now happen in Maths. Currently, within our school all of our children classed as disadvantaged are making at least good progress in maths but the criteria states that all of the children need to make the same outstanding progress as their peers.
We are close to achieving this goal and now we have the children from Reception this task will be much easier.
Please click on the link below to find the school's the full OFSTED report.
You can also see how well we are doing versus national results by looking at our Results Page.