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Ofsted Reports

Please find below our most recent Ofsted reports, and relevant information from the Department for Education Performance Tables. 



In November 2018 the Local Authority visited school and I was delighted with the progress that they noted. The review was carried out by officers with the agreement of the headteacher. It was undertaken in partnership with school staff and governors. Its purpose was to determine whether governors and school leaders are taking the necessary steps to secure a good outcome at the next inspection. The report noted:


Effectiveness of leadership and management:

  • Leaders’ self-evaluation of the school is accurate. It reflects the impact of improvements brought to date and correctly identifies priorities. Senior leaders know the school well and have identified the right priorities for improvement.  
  • Senior leaders have a strengthening capacity and have a much greater capacity for further improvement since the last Ofsted inspection. The new headteacher and acting deputy headteacher are tackling priorities systematically. 
  • Safeguarding is effective. The procedures for recording and reporting concerns are embedded and are overseen by senior staff. Governors recognise the importance of them checking and overseeing the school’s work. The school’s procedures for the safe recruitment of staff are robust and meet requirements. 
  • Interviews with parents and carers also show very positive attitudes towards the school and headteacher.  They appreciate clear communication which they describe as much better in recent times. They acknowledge the support for their children if they have additional needs. 


The quality of teaching, learning and assessment:

Where teaching is effective: 

  • Routines and relationships are well established. These enable teachers to maximise the time spent learning. 
  • There is an improving consistency in most classes. Older pupils take pride in their work and teachers regularly check and challenge any work that falls below their expectations 
  • A lively and creative curriculum makes use of good quality resources that engage pupils in learning. Such tasks are well matched to individual pupils’ learning needs and therefore support them to make progress.  
  • Teachers’ classroom presence and questioning techniques ensure that pupils remain alert, focused and challenged on their task. 
  • The assessment of pupils’ achievement is an improving accuracy. Leaders and teachers now meet regularly to review the progress of individuals and to plan interventions to address any gaps that emerge. Teachers now meet more regularly to moderate their judgements.


The personal development, behaviour and welfare of pupils:

  • Pupils report feeling safe when outdoors at break and lunchtimes. Resources for younger pupils are labelled and well organised. There is plenty to do and the resources such as the trim trail, skipping ropes and basketball area provide interesting and stimulating activity. Pupils understand the importance of the rota system to ensure that they each have a turn.  
  • Pupils report that they know who to ask for help and support during break times. ‘Bullying does not happen in our school,’ they say. 
  • The school’s behaviour policy has recently been reviewed and updated. Pupils and staff are familiar with it and appreciate the rewards and structure it brings.  Pupils are motivated by ‘staying on green’. They also like that the restorative system that allows pupils to ‘put behaviour right’. Pupils describe adults’ actions as ‘fair’ when resolving disagreements.
  • Pupils understand how to keep themselves safe online; they understand the key principles of personal privacy and mutual respect.
  • Pupils describe a range of activities which the school offers to promote healthy lifestyles including taking part in walking the ‘daily mile’, after school sport activities and residential visits. Pupils talk about  healthy options in the school’s lunch menu. 
  • The school provides a counselling service which supports pupils with their social, emotional and mental health (SEMH) needs. 
  • Pupils are polite and courteous to one another, to adults and visitors around school. 


Outcomes for pupils:

  • Current rates of progress are stronger. There are improvements in the quality of and consistency of pupils’ work in books, notably in upper key stage two. 
  • The accuracy and robustness of teachers’ assessments is improving. Disadvantaged pupils demonstrate similar progress to other pupils. 
  • An electronic tracking system continues to support teachers to monitor the progress that pupils make.  Leaders have clear expectations of teachers with regards to the entering of information and its analysis.


The effectiveness of the early years provision:

  • The new lead of the early years is an experienced early years teacher and has the potential to bring about the improvements that are necessary. Staff understand the school’s community, have built positive relationships with families and are sensitive to the challenges that some face. As a result of the Reception and Nursery classes working together as a unit, the class teachers know the children well. This helps them to meet children’s individual needs. Opportunities exist to further strengthen joined up working across the whole staff team to ensure that every child is enabled to achieve their best. 
  • The lead is ambitious for the children’s success, including the most able children. Under her leadership, the unit is starting to develop. 
  • The learning environment continues to improve and now provides opportunities for children to explore a range of natural and open-ended materials. As a result, their curiosity and investigative skills are developing. 
  • The whole-school priority to improve writing, is evident in children’s work, particularly in teacher-directed evidence. Learning journeys show that the curriculum is broad and that there is coverage of all early learning goals. 
  • Leaders have invested (and continue to do so) in regular, high-quality training for staff. 


Feedback was also given about areas that still need more focus, including attendance. We will continue to work hard to achieve these areas as part of our journey of improvement.