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Ofsted Inspection Report 2013

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"The comments made in our recent Ofsted Inspection Report (June 2013) are a true reflection of the school we all know and love.  The report is the culmination of five years of dedication from our whole staff, every child who has been part of our school, our governors and our parents.  We are justifiably proud of all we have achieved and would like to thank everyone involved.  We have a team of exceptional staff who are hardworking and committed to the wellbeing of all our children, while at the same time ensuring that they are making progress and achieving well.  Our governors are committed to leading the school in the right direction.  Our parents have put their trust in us by sending their children to be educated at the Academy and as a school we are determined not to let them down.  Most importantly our children are wonderful human beings.  They are funny, clever, warm, friendly and love their school and their community.  I am proud to be their Head Teacher and will promise to do all I can to make sure they enter the next phase of their education in a strong a position as possible"

Judith Barrett - Principal

  • Good teaching is effective in helping pupils make good progress, achieve well and be well prepared for the next stages of education.
  • Behaviour is good and pupils are very well cared for in a safe, stimulating environment.
  • The school is well led and managed at all levels, with governors successfully supporting the principal’s outstanding vision and decisive leadership. The opening of the school as an academy has been particularly well managed.
  • Teaching assistants play a very strong part in supporting pupils with disabilities or special educational needs and those eligible for pupil premium-funded support. They work very well with teachers and are skilled in developing work for individual pupils. Relationships with colleagues and pupils are outstanding, and the work that is carried out in intervention groups makes a significant contribution to pupils’ learning.
  • Pupils’ work, lessons observed, parents’ and carers’ comments, and staff records show that pupils, whatever their starting points or backgrounds, make good progress
  • The high proportion of pupils who are disabled or have special educational needs make good and sometimes better progress because of the outstanding way provision for them is led and managed
  • The growing proportion of pupils new to the country and those who speak English as an additional language are well supported and fully integrated into the school
  • Good support for Gypsy Roma pupils enables them to make good progress when they attend the school.
  • Subject and aspect leaders make a good contribution to the way the school is run. They represent a range of different experience and expertise, and some, as is the case of special educational needs, have an outstanding impact on pupils’ personal development and achievement.
  • Links with parents and carers, and other schools, are good, and arrangements for pupils to work off-site are risk assessed and well managed.
  • Those pupils who are disabled or have special educational needs make good, and frequently outstanding, progress. A notable strength is in how those who find it hard to concentrate and behave are being helped to stay focused on their work. This is having a marked impact on how well they achieve.
  • The principal has led and managed the opening of the new academy particularly well. Her outstanding vision and ambition are infectious, and she is very well supported by senior staff and governors. Together, through accurate self-evaluation of strengths and weaknesses, they have developed an acute understanding of how the school can be improved.
  • The curriculum is broad, balanced and interesting, and considerably enhanced through extra-curricular activities and visits.
  • The school makes a very strong contribution to pupils’ spiritual, moral, social and cultural development, and is instrumental in helping pupils to grow up as sensible, caring individuals.  
  • The well-above-average proportion of pupils supported by the pupil premium initiative make good and sometimes better progress because they are well catered for and well taught.
  • The small group of pupils who spend time, accompanied by a teacher from the academy, at the local special school for a mix of activities such as swimming, reading and writing, benefit from the opportunity and make good progress.
  • Staff are successful in ensuring that pupils’ academic as well as emotional needs are well catered for. Expectations of work and behaviour are high, and this is paying dividends in helping pupils to achieve well and enjoy learning.
  • Teaching for those new to the country and those who speak English as an additional language is good.
  • This is a happy school where pupils behave well in and out of class they are well cared for and feel safe.
  • The school rightly prides itself on treating pupils equally, and is successful in being fair to everyone. Pupils have a clear understanding of how to stay safe, for example on the internet as well as on the road. They know who to turn to when they have problems and have confidence in staff, trusting their guidance as much over personal development as targets set when their work is marked.
  • Pupils are punctual and their attendance is consistent with the national average overall.

Ofsted Reports