Ofsted undertook a two day inspection in May 2018 and we are delighted to confirm that we are officially a GOOD school.


Summary of key findings for parents and pupils
This is a good school:

  • Senior leaders and governors have established a school with a clear ethos, ‘everyone inspire, everyone aspire’.

  • Pupils experience a breadth of opportunities and most are working at the level expected for their age. 

  • Governors are focused on continuously improving the quality of education. As the school expands, they need to further refine their approaches to hold leaders to account. 

  • The senior leadership team is highly effective.

  • Due to the current size of the school, middle leadership roles are yet to be fully developed. 

  • The school is well supported by the sponsoring multi-academy trust. 

  • The quality of teaching and learning is good. Leaders and teachers are working together to develop consistency in the approaches to teaching. 

  • Leaders and teachers make effective use of assessment information to help pupils make good progress. They have a clear understanding of pupils’ progress in English and mathematics. However, this is not as well developed in other subject areas. 

  • Phonics teaching is highly effective. By the end of Year 1, almost all pupils are able to use their phonics skills well to help them read. There is a strong focus on developing pupils’ vocabulary and reading has a high profile.  

  • Pupils enjoy coming to school and now rarely miss a day. They are friendly, polite and generally behave very well. 

  • Pupils are safe in school and safeguarding is effective. Pupils know that they can trust the adults in school to help keep them safe if they have any worries. 

  • Teachers have good subject knowledge and generally have high expectations about what pupils can achieve. In some lessons, teaching is not matched closely enough to pupils’ needs. As a result, there is sometimes a lack of challenge, especially for the most able. When this happens, pupils do not make as much progress as they could. 

  • Children in the early years get off to a positive start. Although almost all children make good progress from their individual starting points, the most able could achieve even more. 

  • Teachers and teaching assistants use skilful questioning to develop pupils’ understanding. However, teaching assistants do not always make the best use of time to maximise pupils’ progress. 

  • Leaders regularly review the curriculum to ensure that it meets pupils’ needs. New approaches, such as in mathematics, need time to embed fully to impact on pupils’ outcomes, especially in key stage 1.



To read the full report, please click on the image below.

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Parent View

To have your say, please click on the Ofsted  link below:

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