The school

Overall, children are learning well. They are happy, respectful, well behaved and interested in learning. They feel, quite rightly, safe and well cared for. They work purposefully in almost all lessons either individually or with a partner. All children enjoy working in groups. They need more planned opportunities for working together on shared tasks.

Children feel valued and express their views which are taken into account when planning topic work. In most lessons, children are clear about the focus of their learning and how they will know whether they have been successful. Children respond well to the nine o’clock challenges each day and as a result settle into their work quickly. They need more specific feedback from staff about their strengths and how they can improve their learning.

Many children are achieving well but some could be doing better. They all participate in at least one out‑of‑class activity session each week to develop personal and social skills. Almost all children are benefiting from after school sport sessions on a weekly basis. This helps them to be more physically active and work more effectively with others both in and out- of-class.

Staff are willing to share good practice and learn from each other. All staff are involved in leading or serving on whole school improvement groups and most have led staff development sessions such as on blogging and assessment. All staff and some children lead activities out-of-class to enhance children’s achievements. Staff have introduced new ways of tracking children’s progress. This work is at an early stage of development but there are some signs emerging that it is bringing about positive changes in children’s learning and achievement. Staff have responded well to these improved approaches.

The headteacher has put in place broad and ambitious plans for taking forward the school’s work and has shared these with parents. Working alongside staff, he has led new developments very effectively and created a considerable momentum for ongoing improvement. He will need to continue to adapt the improvement plans and strategies more specifically to the school’s needs as it improves.

Key strengths of the school

• Children who are well behaved, respectful and interested in learning.
• Relationships and levels of pastoral care creating a positive and encouraging environment for learning.
• Staff team work in improving learning and extending children’s achievements.
• Partnerships particularly with parents and the Church to support children’s progress.
• The good start made by the headteacher in improving the work of the school.

The following areas for improvement have been agreed with the school and education authority:

• Improve levels of attainment in literacy and numeracy by planning more challenging tasks and activities.
• Improve the quality and consistency of feedback to children about their progress and what they need to do to improve.
• Take forward existing plans for developing the curriculum and tracking children’s progress.
• Continue to implement existing approaches to evaluating the school’s work including the sharing and adopting of good practice.