What does the school need to do to improve further?
Accelerate pupils’ progress in mathematics by:
– further developing opportunities for pupils to use and apply their
mathematical skills in problem-solving and investigative tasks.
Further improve the quality of teaching by:
ensuring that all lessons are precisely planned to sustain pupils’ attention
and to provide a consistently high level of challenging work for pupils.
Achievement of pupils
Parents and carers are correct in their view that their children achieve well in the
school. Children’s attainment on entry to Reception is broadly in line with national
expectations. They make good progress overall and markedly so in their personal
development. Recent redevelopment of the outdoor area has supported
improvement in children’s knowledge and understanding of the wider world and their
creative skills. Pupils’ attainment and rates of progress rise steadily from Year 1 and
this is sustained well until the end of Year 6, when attainment is above average.
Pupils are working typically one term ahead of their national peers. In most years,
including the current Year 6, boys and girls achieve equally well. All groups of pupils
make good progress in lessons. Disabled pupils and those who have special
educational needs, and the less-able pupils, are challenged and supported well and
also make good progress. They typically attain more highly than their national peers.
For example, in a good Year 2 lesson, these pupils successfully sequenced a story
orally and in writing with the help of pictures and accurately predicted what was
going to happen next.
An increasing range of opportunities to develop pupils’ literacy skills have had a
significant impact on improving pupils’ reading skills in Key Stage 1 so that, by the
end of Year 2, pupils’ attainment in reading is above average. More-able pupils read
fluently and can recount plot-lines in detail. They have a clear understanding of
strategies for decoding unfamiliar words before sounding them out, and for inferring
the meaning of these words from context. Less-able pupils typically read accurately,
paying some attention to intonation and expression. By the end of Year 6, pupils’
attainment in reading is similarly above average, supported well by short sessions
with adult volunteers in school. Pupils benefit from well-planned opportunities to
develop their writing skills in Key Stage 2, for example in composing biographies and
formal letters. New approaches have been particularly successful in motivating boys
to write in greater depth and variety. Pupils demonstrate a good capacity for
calculating accurately in basic mathematical operations and more-able pupils in Year
4 work confidently on straightforward data interpretation tasks. Opportunities for