The leadership team has maintained the good quality of education in the school since the last inspection. Since the last inspection you became headteacher and you quickly established a highly effective leadership team. Together, you have brought about improvements to the school that have raised standards for all pupils. You have improved the school grounds to provide more opportunities for outdoor learning and you have strengthened links with the local community. You have also created a bright and attractive reception area where parents and visitors are warmly welcomed. One parent reflected the views of many with her written comment: ‘I can’t thank Mrs Wright and her team enough for the outstanding and nurturing environment they provide for our children.’ You, together with your governors and staff, are justifiably proud of the school and what has been achieved. Together, you have worked hard to improve the quality of teaching so that much is now consistently strong across the school. You are aware, however, that in a few classes there is not always a high enough level of challenge, and this is something that you are taking action to address. In 2018, provisional performance information shows that pupils at the end of Year 6 made broadly expected progress in reading and mathematics to reach standards that are above average. Pupils make slower progress in writing. This is because pupils do not always use their basic skills of spelling, grammar and punctuation accurately when completing written work. YoYou provide a curriculum that is inspiring and engaging so that pupils progress well in all aspects of their learning. You, your leaders and governors are ambitious for the school and have a clear view of how you would like the school to develop over the next few years. Your strategic plan sets clear aims and reflects high expectations for staff and pupils. Owing to your open style of leadership, all staff share your high expectations. They are provided with the opportunity to voice their opinion to shape the direction of the school and they understand their role in achieving the shared goals and aims. As a result, teamwork is strong and staff morale is high. This was reflected in the comment made by a member of staff who wrote: ‘I have seen the school go from strength to strength over the past four years. Staff are supportive of each other and are well led by the headteacher, who puts children at the centre of everything.’ Pupils love their school. They particularly like the broad range of opportunities they have to make their opinions known through the various pupil committees that exist within the school. Pupils feel that staff really listen to them and take their opinions and ideas seriously. They know that staff care for them and that they go out of their way to make learning enjoyable. Pupils have a genuine understanding of the school’s values and know how these help them to develop their personal skills as well as their learning skills. They are reflective and understand that it is important to celebrate each other’s differences. They say that staff treat all pupils equally and fairly and that discrimination on any grounds is not tolerated. Pupils behave exceptionally well in class and when they move around the school. Governors play a key role working with school leaders to influence the direction of the school. They have a clear understanding of the strengths of the school and where further improvements are needed. They visit school frequently and have effective working relationships with staff and leaders. Minutes from governors’ meetings show that they are well organised and that they provide a high level of professional challenge to school leaders. Safeguarding is effective. The school has a strong culture of safeguarding pupils. The arrangements for protecting pupils are clear so that all staff understand their roles and responsibilities. Staff and governors attend training on a variety of aspects of safeguarding. The records of training are meticulously maintained by the school business manager. This ensures that all staff and governors are fully up to date and fully compliant with all requirements. Staff have a secure understanding of what they need to do should they have a concern that a pupil may be at risk from harm. The designated safeguarding leaders work in close cooperation with external agencies to ensure that pupils and their families who are in need of help receive the right support in a timely way. Pupils say they feel safe in school and are confident that adults will take their concerns seriously. They have a good understanding of the different forms of bullying, including those relating to modern technology. However, they are adamant that bullying does not occur in the school. Pupils are taught how to stay safe from other potential dangers such as those presented by roads, railways, and substances, including tobacco. The vast majority of parents who responded to the survey agreed or strongly agreed that their children are happy and safe in school and are well looked after.
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2015 GCSE RESULTSImportant information for parents
Due to number of reforms to GSCE reporting introduced by the government in 2014, such as the exclusion of iGCSE examination results, the official school performance data may not accurately report a school’s full results. For more information, please see About and refer to the section, ‘Why does a school show 0% on its GSCE data dial? In many affected cases, the Average Point Score will also display LOW SCORE as points for iGCSEs and resits are not included.
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