Ofsted & Performance Data
Please find below our most recent Ofsted report from 12&13th June 2024.
Overall effectiveness: Good
The quality of education: Good
Behaviour and attitudes: Good
Personal development Good
Leadership and management: Good
Early years provision: Good
This is a welcoming and inclusive school, where all pupils are valued and supported, whatever their needs may be. There is a positive culture built on a shared commitment for pupils to ‘Believe, Wonder, Progress, Succeed’. Pupils portray a great sense of belonging to the school community. They are happy to come to school and enjoy learning. They are very enthusiastic about the ‘forest school’, where, they said, they have fun but also learn to work together, persevere and take risks.
Pupils’ well-being is crucial to the school and, as a result, pupils feel very well cared for and safe. Staff know the pupils very well and there are positive, trusting relationships between pupils and staff. Pupils know there are always adults who can help them with their mental health and well-being if they have a problem or concern.
Pupils meet the school’s high expectations for learning and what they can achieve, whatever their starting points. Everyone is encouraged to do their very best. Pupils are proud of their achievements. Pupils behave well in lessons, around the school and in the playground. They work and play well together and show respect for each other and adults.
The curriculum is ambitious for all pupils, including those with special educational needs and/or disabilities (SEND). Staff identify the needs of pupils quickly and accurately. The curriculum is sequenced well so that it builds skills and knowledge from the early years onwards. The school has ensured that the curriculum is rich in content and has pupils’ needs, as well as their interests, at its heart. The school has rightly revised certain subjects, including mathematics, early reading and art, which have been successfully and effectively strengthened. The school is aware that some subjects need to be developed further to equal the quality of others. The school has strong capacity to do this.
Teachers explain ideas clearly. They make appropriate adaptations and provide skilled support for pupils with SEND so that there are equal opportunities for them to learn and access the full curriculum. Teachers check what pupils remember and know effectively. Children get a very positive start to school in Nursery or Reception. There is a strong focus on children’s speech, language and communication and their social and emotional development. Children who move into Reception from Nursery have a strong foundation on which to build. Staff are very knowledgeable about the typical development and welfare needs of young children, including the two and three-year-olds in the early years. By the end of Reception, children are generally ready for learning in Year 1.
Reading has high priority in the school. From the beginning, children experience stories, rhymes and songs, enjoy books and take books home to share. A structured and well-delivered phonics programme is taught from the start so children rapidly learn the sounds that letters make. Teachers quickly identify and support pupils who struggle with reading, helping them to keep up. Carefully chosen high-quality texts, reading assemblies, the ‘reading snug’, and, not least, teachers’ enthusiasm for promoting reading positively encourage and inspire pupils to read for pleasure. As a result, pupils develop a love of reading and most are fluent, confident readers by the time they leave.
Expectations for behaviour are consistent across the school and modelled well by staff. The school works relentlessly to improve attendance and punctuality, especially for disadvantaged pupils. Although remaining below the national average, attendance has improved slightly overall and significantly for some individuals.
The provision for pupils’ personal development is a strength. The school works relentlessly to broaden pupils’ experiences, expand their horizons and address barriers that may exist for those who face challenges in their lives. Pupils enjoy many trips and visitors to school that help bring learning alive. A breakfast club and after-school clubs are provided to widen pupils’ interests and develop their skills. Through the trust, pupils explore a wider range of opportunities. Sporting activities have a very high profile in the school. Pupils learn about discrimination, respect and democracy and show an inclusive attitude towards differences. There are many opportunities for pupils to develop leadership skills.
Staff, including those new to their careers, feel very well supported. They know that their workload and well-being are considered. There is a strong culture of mutual support and teamwork. The school and the trust share the same high ambitions and expectations for pupils’ learning and achievement and are very well placed to bring
about further improvements.
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
◼ The curriculum is not as well developed in a few subjects as it is in others. This means that sometimes pupils are not yet achieving the ambitious aims set by the school across the whole curriculum. The school needs to ensure that the curriculum in every subject is designed and sequenced so that learning builds cumulatively and pupils consistently achieve as well as they can in all subjects.
The complete report is found below.
The Department for Education published KS2 school level data for the 2022 to 2023 academic year in 14/12/2023. A summary of our data is found below.
Prior to this the requirement to publish data only extended to the 2018-2019 academic year because of the Covid impacted years.
Key Stage 2 Results:
July 2023
Progress scores for:
Reading 3.9 'Well above average' (This progress score is in the 95th percentile nationally)
Writing 0.9 'Average' (in line with national data)
Mathematics 0.0 'Average' (in line with national data)
Percentage of pupils reaching at least the expected standard in all of Reading, Writing and Maths: 54% (National 59%)
Percentage of pupils reaching the higher standard in all of Reading, Writing and Maths: 4%
Percentage of pupils reaching at least the expected standard in Reading: 82% (National 73%)
Percentage of pupils reaching the higher standard in Reading: 18%
Percentage of pupils reaching at least the expected standard in Writing 61% (National 71%)
Percentage of pupils reaching the higher standard in Writing: 7%
Percentage of pupils reaching at least the expected standard in Maths: 64% (National 73%)
Percentage of pupils reaching the higher standard in Maths: 4%
Average scaled score in Reading: 104
Average scaled score in Maths: 100
Historic Key Stage 2 Results:
July 2019
Progress scores for:
Reading -0.4
Writing 0.5
Mathematics -1.3
All of our progress scores are in the 'National Average' band alongside roughly 2/3 of schools nationally.
Percentage of pupils reaching at least the expected standard in Reading, Writing and Maths: 32%
Percentage of pupils reaching the higher standard in Reading, Writing and Maths: 4%
Average scaled score in Reading & Maths: 99
Excerpt from our DfE school comparison page. Follow the link below this image for all of the published data.
