Ofsted 2014

’This is a good school.’

‘Children make a good start to their time in school as they settle well to learning in the Nursery.

‘Children make good progress across the Early Years Foundation Stage as they have consistently good teaching and support for their personal development.’

‘Pupils make good progress across Key Stages 1 and 2 due to consistently good teaching.’

‘Teaching is good across the school.’

‘Pupils respond well to teachers’ questioning and make good progress in their learning.’

‘Teaching assistants support well in and out of lessons with small groups.’

‘Children work and play in harmony, readily sharing ideas in lessons when working together.’

‘Pupils have a good understanding of how to keep safe and how to manage risk in different situations. They say bullying is rare.’

‘Pupils enjoy their lessons as they have a rich and varied diet of activities.’

‘Children are very industrious in lessons and always try to do their best as teachers have high expectations of what their pupils can achieve.’

‘Mathematics teaching is typically strong across the school. Pupils have good calculation skills and are able to solve mathematical problems effectively.’

‘Pupils’ work is marked diligently, giving praise and also points for improvement.’

‘The behaviour of pupils is good.’

‘The school has a strong commitment to pupils’ personal development. Pupils typically behave well as they move around the school. They are courteous, polite and very welcoming. They are proud of their school, work hard in all subjects and enjoy the many differing activities the school provides.’

‘The school has a very effective ‘Rainbow Station’ which is used to support the personal, social and emotional development of all pupils...This is used well to ensure the school maintains its calm and purposeful working environment.’ 

‘Pupils enjoy coming to school.’

‘The subjects taught across the school foster a love of learning as they provide rich and varied activities that enables pupils to achieve well. It also widens pupils’ understanding of the world around and beyond them and raises their aspirations.’


‘Pupils’ spiritual, moral, social and cultural development is underpinned by a commitment to pupils’ personal development. Musical and artistic experiences contribute to pupils’ spiritual development.’

‘The school engages well with parents.’

‘The highly committed Chair of Governors provides strong leadership to the governing body. He is well supported by a good range of well-trained governors whose skills are used effectively to challenge and support the school.’

‘The school knows itself well and uses regular checks on its progress to improve its performance. These have already been effective in improving attendance, maintaining good performance at Key Stage 1 and strengthening the teaching of reading, writing and mathematics. There are clear plans in place to develop the school further, including identified aspects of writing that need additional improvement.’ 

HMI Mathematics Subject Survey 2013

‘Achievement in mathematics is good. Pupils make good progress over time from often very low starting points.’

‘...pupils are enthusiastic about mathematics: ‘it’s fun!’ They handle number confidently and particularly enjoy working on interesting problems, such as collating, analysing and presenting data when ‘all we know about mathematics comes together’.’

‘Pupils eligible for pupil premium funding do well. ’

‘...effective marking gave pupils a clear indication of how well they met the objective and what they could do better. Teacher and pupils had also responded to each other’s comments. ’

‘Staff conscientiously research, plan and prepare lessons and learning materials, using websites, national guidance and their own creative ideas. Use of purposeful situations ... really caught pupils’ interest. Staff were clear about what they wanted pupils to learn, accurate in their use of mathematical terms, and confident to roam around the subject.’

‘A particular strength is teachers’ good use of questioning to probe understanding. ‘How do we know...’, ‘Give me a reason ...’ and ‘So what are you going to do first ...’ typified the way that teachers and teaching assistants checked on and scaffolded pupils’ learning.’

‘A particular strength is the flair and creativity in activities and the role-play of a teaching assistant, in video presentations and in person, to give purpose and context for using and applying mathematics.’

‘The leader for mathematics has a well-informed overview of pupils’ attainment, curriculum coverage and quality of provision. Regular monitoring of teaching, planning, the implementation of policies and pupils’ progress has steered professional development at an individual and whole-school level.’

‘Senior leaders have a shared approach to raising standards in mathematics which is a key priority in the current school development plan.’