Summary of OFSTED report September 2019

  • Pupils told us that they enjoy coming to school. They feel that the staff listen to them.
  • Safeguarding – Leaders have made sure that pupils learn about dangers around them. Pupils know who to speak with if they are worried about anything. They understand who they can contact if something happens when they are not at school or if they are online.
  • Pupils say that the work that they do makes them think. In some subjects, pupils can explain how what they have learned previously helps them with their current work.
  • Younger children settle well… Relationships between staff and children are warm and supportive.
  • Staff meet the needs of pupils with special educational needs and/or disabilities (SEND) well.
  • Pupils are well behaved. They can explain what their ‘diamond rules’ mean. They say that bullying is rare. They explained that they have learned how to work together as a team. They know the importance of treating everyone equally.
  • Leaders have improved the curriculum for mathematics so that it is ambitious. Teachers have changed the way that they teach mathematics. This helps pupils know more and remember more. Pupils say that they find the work challenging.
  • Pupils care about their work. They generally listen well to staff and to each other. They cooperate well together, and lunchtimes are happy, busy occasions.
  • Attendance is good and almost all pupils come to school every day that they can.
  • The ‘hub’ supports pupils well. They learn to manage how they feel. Teachers work together to make sure that pupils with SEND learn well at all times.
  • Leadership is inadequate because the arrangements for safeguarding are not effective. Leaders have not always kept accurate records of what they have done when they are worried about a pupil
  • The teaching of early reading and phonics needs to be more consistent.
  • Leaders should make sure they enact and embed the more ambitious curriculum that they have planned, ensuring children remember more and use a wider range of vocabulary.
  • Leaders should ensure that the curriculum is sequential and progressive from early years to key stage 1.