Skip to content ↓


Click here to have a look at our most recent OFSTED Report 

Summary of Ofsted Findings July 2017

At the start of the inspection we agreed to look at the effectiveness of safeguarding; the progress of pupils, including disadvantaged and the most able disadvantaged, in mathematics and writing; the quality of teaching and support for pupils who have special educational needs and/or disabilities and how effectively leaders monitor and improve the curriculum.

Standards of writing in English, science and the foundation subjects are consistently high. Pupils write for a range of purposes and use their understanding of spelling, grammar and punctuation to construct lively and interesting pieces. For example, pupils in Year 4 wrote persuasive texts that successfully argued who they believe should succeed King Edward the Confessor. Pupils, including those who are lower- and middle-attaining disadvantaged, make strong progress in writing.

Pupils across the school possess excellent calculation skills. Increasingly, pupils use these skills to solve complex problems. Consequently, pupils make rapid and sustained progress in mathematics. Nevertheless, the level of challenge for the most able is not consistently high.

The assistant headteacher is highly skilled and provides excellent support for pupils who have special educational needs and/or disabilities. She works effectively with staff, parents and external agencies to identify pupils’ needs and provide them with the right level of assistance. As a result, pupils who have special educational needs and/or disabilities make good progress from their starting points.

 Actions to develop the curriculum are effective. Leaders work closely with teachers to plan a lively and interesting curriculum. For instance, pupils used their computing skills to create videos that explained the school values. Leaders at all levels provide meaningful support for teachers to improve their knowledge of subjects such as French and religious education. Teachers regularly observe each other and share best practice. Consequently, the quality of teaching and rates of pupils’ progress in the foundation subjects are high.


Ofsted Report January 2013

Pupils make good progress and reach an above-average standard in their work.

The school is well led and managed. Staff work well as a team and enjoy the effective support of the governing body which knows about teaching quality through members’ visits. All have the interests of the pupils at heart.

Parents express very positive views about the school.

On entry to the school, pupils’ attainment is above average. They make good progress and achieve well. Pupils make better progress than that expected nationally in both English and mathematics.

Teachers’ good planning of learning ensures that time is used well and work matches pupils’ abilities. Pupils are managed well in lessons and a natural respect between pupils and teachers enables lessons to flow smoothly. They know what learning will be about and how to be successful in their activities.

The best teaching is inspirational.

The children enjoy their lessons…Attitudes to work are often exemplary.

Parents and carers express very positive views of the school and guidance documents enable them to help their children directly. The school website is a helpful source of information with activities for pupils and parents.


Ofsted English Inspection April 2012

Pupils have justified confidence in their teachers: ‘They understand us.’ ‘They make learning fun – but they still stick to their task.’ Teaching strengths include: enthusiastically shared subject knowledge; a readiness to try new approaches and adapt lesson plans to meet pupils’ current priorities; and a lively pace.

The quality of the curriculum in English is good with outstanding features.

The still-evolving curriculum is a particular strength.

A theme-based approach promotes pupils’ appreciation of the importance of literacy skills across subjects.

The mainstream curriculum is exceptionally well complemented by trips and expeditions, collaboration with practitioners – journalists, writers and theatre groups – and the involvement of parents and other adults.