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Ofsted Report

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Ofsted is the Office for Standards in Education, Children’s Services and Skills. They inspect and regulate services that care for children and young people, and services providing education and skills for learners of all ages.

It inspects all English state schools at least once every three years. After the inspection, Ofsted publishes a public report that contains information on the school’s performance, its pupils’ work, observation reports on lessons and views from staff, parents and pupils.

The report makes judgements on:

  • achievements and standards
  • pupils' development and wellbeing
  • the quality of teaching and learning
  • how the curriculum is taught
  • the care, guidance and support the school provides
  • how well the school is led and managed

Judgements are scored on a four-point scale:

  • one - outstanding
  • two - good
  • three - satisfactory
  • four - inadequate

The report also makes suggestions for improvement, and the school is expected to put the suggestions into practice.

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Current Ofsted Rating

January 2014- Good

In December 2013 Ofsted visited the school and provided clear feedback as to what was working well and what we needed to do to in order to develop further. A link to the full report can be found in the ‘Ofsted’ section of the school website.


Below are the targets we were given, actions we have taken and crucially the impact of changes, enhancements and developments:


Improve the rate of progress in mathematics by:

 − providing sufficient opportunities for pupils to use and apply their knowledge and skills in practical situations and to solve problems

 − providing more opportunities for pupils to use their skills in other subjects. 






Introduction of the flexible timetable

This has enabled greater opportunities for pupils to apply their maths skills in other subjects and contexts.

This has been monitored and reported on by external professionals through the BATIC network of maths leaders.

Adapted planning format

Planning now focuses on challenge, demonstration of current understanding, skill level and application. This is then reflected in the standards of teaching and learning during lessons.

Further  training through staff meetings and inset development days

Improved teaching and learning with regards to problem solving and challenge for all members of staff. This is evidenced in staff meeting schedules, plans and minutes.

Increase in practical resources to enhance problem solving experiences

Greater opportunities for children to apply their skills practically and to learn new skills. Monitoring shows increased use of, and more effective application of, practical resources to deepen pupil understanding.

Further developed assessment strategies in  maths

Improved planning and more flexible differentiation occurs as a result of teachers responding to pupil’s needs and strengths even more effectively. New summative assessments support teacher judgements.

Learning Outside the Classroom training for staff

Greater opportunities exist for pupils to apply their skills in a range of learning environments. A new LOTC Leader has been appointed to drive this forward.

Improved  outcomes for pupils:


- Increasing % of 2 levels progress over the last 3 years (72%, 88%, 90%)

- Increasing % of pupils exceeding expected progress over the last 3 years (15%, 30%, 31%)

- Increasing % of level 5s (31%,44%,46%)

- The school’s Value Added (measure of progress from KS1 to the end of KS2) demonstrates a 3 year upward trend.

Make more of the teaching consistently outstanding by:

− raising teachers’ expectations of the presentation and neatness of pupils’ work

 − ensuring the activities provided for pupils when the whole class is working together at the start and end of lessons meet the needs of different learners

 − making pupils’ targets smarter by ensuring there is a time scale for completion

 − sharing the outstanding practice that exists more widely between all staff.





Frequent monitoring of books against presentation policy


Monitoring demonstrates improved standards of presentation, with greater consistency compared to previous years.

Staff training with a greater emphasis on challenges in lessons including ‘challenge by choice’

Increased pupil engagement in lessons and therefore improved progress. Pupils now have greater ownership of the learning process.

Target system more closely linked to marking and teacher feedback

Improved feedback, verbal and written, now more consistently links to the National Curriculum expectations and next steps for individuals.  The impact of effective feedback is well documented, so this aspect of school life will continue to be a high priority for further development. 

Developing systems for sharing best practice throughout the school

Deliberate re-distribution of experienced teachers across all year groups, staff training and peer observations have resulted in improved standards of teaching and learning across the school.  There is increased pupil engagement in lessons as teachers have increased confidence and are able to provide pupils with the opportunities that match their strengths and needs. A new support structure has been put in place for Summer 2016: the Deputy Headteacher will provide assistance during PPA and will provide in-class coaching support for all teachers.

Sharing best-practice with other local schools.


Peer observations at other local schools have resulted in improved practise and pupil outcomes. We will continue to seek opportunities to share best practice within the school and with external partners, networks and links. Summer 2016 we are hosting a KS2 writing moderation for all BATIC schools and local secondary schools.

Improved  outcomes for pupils:

·         Improved expected and above expected progress for maths and writing

·         Improved above expected progress for reading

·         Improved higher attainment for maths and writing

·         Improved Value Added (measure of progress from KS1 to the end of KS2) for reading, writing and maths

·         School leader and governor monitoring demonstrates improved pupil enjoyment within lessons