Ofsted Inspection – June 2019


Dear parents/carers,

We are now in receipt of our Ofsted report and a link to this can be found on our website (paper copies available from the School Office, on request). The process was gruelling, but the outcome of the inspection is a fair one. Inspectors’ judgements completely matched the judgements made in our school self-evaluation and they did not identify any strengths or weaknesses we had not already identified ourselves. They agreed with my view that we still require improvement (I am certainly not yet satisfied that we are the ‘good’ school we are aiming for). However, they recognised the improvements made since September and acknowledged that we have experienced some difficult times regarding staff stability – particularly around Leadership and Management – but that we are now in a good position to move onwards and upwards, expressing in their feedback meeting their belief in our ability to further improve. Rome wasn’t built in a day and I never believed improvement would happen overnight. We have a stable staffing structure from September, and I am in the process of developing a clear improvement plan for implementation in the new academic year.

Ofsted agreed that we have the following strengths:

  • The new headteacher, appointed in September 2018, has set a purposeful direction for improvement.
  • Staff, pupils and parents say behaviour has improved.
  • Leaders support vulnerable pupils well.
  • Pupils are polite and confident and proud to be part of their school.
  • Pupils are enthusiastic about the wide range of sporting opportunities provided by the school.
  • Pupils feel safe and secure in school. Safeguarding procedures are effective.
  • Other positive comments they made include:

    • The new headteacher, in post since September 2018, is rapidly addressing weaknesses in teaching and leadership. The headteacher and deputy headteacher understand the current strengths and weaknesses in teaching and are determined to make changes to improve it.
    • The headteacher and deputy headteacher are developing a strong culture of keeping children safe.
    • Phonics is taught well.
    • Pupils’ books show that improvements to the teaching of writing are having an impact on the quality of their writing.
    • Additional staff, when used well, are making good contributions to pupils’ learning.
    • Relationships between staff and pupils are positive. Pupils’ behaviour in lessons is managed well.
    • The school’s work to promote pupils’ personal development and welfare is good.
    • Pupils are proud of their school and of their achievements. Displays around the school celebrate and recognise the talents of individuals and teams of pupils.
    • Pupils know how to keep safe and say they feel safe in school.
    • The behaviour of pupils is good.
    • Pupils are welcoming to visitors. They move sensibly around the school, showing maturity.
    • The headteacher is addressing inherent weaknesses in the assessment of pupil’s work in school.
    • Pupils in Year 6 are making greater gains.
    • Improvements in the education for pupils with SEND mean they are making better progress.
    • The areas that they agree we need to develop or improve are:

      • Improve the effectiveness of leadership and management by:
        • improving how leaders check the quality of teaching and learning and give feedback to staff
        • developing middle leadership roles with clear areas of responsibility and accountability
        • ensuring that governors monitor the use and impact of pupil premium funding on the progress and outcomes for disadvantaged pupils
        • improving teachers’ subject knowledge across the curriculum.
        • Improve outcomes in reading and mathematics by ensuring that:
          • the teaching of reading comprehension helps pupils to better understand what they are reading
          • basic skills in mathematics are taught well
          • staff have higher expectations of what pupils can do and achieve in reading and mathematics, based on accurate assessments.
          • Improve the quality of teaching, learning and assessment by ensuring that teachers:
            • plan learning which meets the needs of all pupils and builds on what they already know and are able to do
            • improve the progress made by disadvantaged pupils and the most able pupils.
            • Improve outcomes in the early years, especially for disadvantaged children, by ensuring that:
              • all activities develop and extend children’s skills and learning
              • home reading books challenge pupils and match their level of phonics’ knowledge
              • adults have high expectations of behaviour and engage the children actively in learning.
              • Actions were already underway to address these identified areas, as we are aware of them ourselves. Please be assured that we will continue to strive for improvement, and know that every decision we make is done with the best intentions of improving our school for our children.


                Best wishes,


                Rebecca Jordan

                Head Teacher

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