School etc

Kings Ash Primary School Closed - for academy Aug. 31, 2012

see new Kings Ash Academy

Kings Ash Primary School
Pimm Road

phone: 01803 *** ***

principal: Mrs Tracey Jones

school holidays: via Torbay council

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Open date
Sept. 1, 2008
Close date
Aug. 31, 2012
Reason open
Result of Amalgamation
Reason closed
For Academy
OSGB coordinates
Easting: 287233, Northing: 61393
GPS coordinates
Latitude: 50.442, Longitude: -3.5894
Accepting pupils
3—11 years old
Ofsted last inspection
May 25, 2011
Region › Const. › Ward
South West › Totnes › Blatchcombe
Urban > 10k - less sparse
SEN priorities
ASD - Autistic Spectrum Disorder
ASD - Autistic Spectrum Disorder
Aspergers Syndrome [archived]

rooms to rent in Paignton

Schools nearby

  1. Kings Ash Academy TQ33XA (433 pupils)
  2. 0.1 miles Foxhole Infants' and Nursery School TQ33UX
  3. 0.1 miles Foxhole Junior School TQ33XA
  4. 0.8 miles Paignton Community and Sports College TQ33WA
  5. 0.8 miles Paignton Community and Sports Academy TQ33WA (1361 pupils)
  6. 0.9 miles Torhill @ the Polsham Centre TQ32SZ
  7. 0.9 miles Oldway Primary School TQ32SY (684 pupils)
  8. 0.9 miles Sacred Heart Catholic School TQ32SH (243 pupils)
  9. 0.9 miles Torbay PRU TQ32SZ (39 pupils)
  10. 0.9 miles Sacred Heart Catholic School TQ32SH
  11. 1 mile Collaton St Mary Church of England Primary School TQ33YA (205 pupils)
  12. 1 mile Hayes School TQ45PJ
  13. 1 mile Hayes School TQ45PJ (441 pupils)
  14. 1.1 mile Curledge Street Primary School TQ45BA
  15. 1.1 mile Tower House School TQ45EW (185 pupils)
  16. 1.1 mile Advanced Education - Devon TQ47DQ (13 pupils)
  17. 1.1 mile Curledge Street Academy TQ45BA (440 pupils)
  18. 1.2 mile Marldon Church of England Primary School TQ31PD (194 pupils)
  19. 1.2 mile The Garage TQ46AA
  20. 1.2 mile Torbay School TQ32AL (51 pupils)
  21. 1.4 mile Greylands School TQ46ES
  22. 1.6 mile Roselands Primary School TQ47RQ (301 pupils)
  23. 1.7 mile Preston Primary School TQ26UY (316 pupils)
  24. 1.7 mile Preston Primary School TQ26UY

List of schools in Paignton

Kings Ash Primary School

Inspection report

Unique Reference Number 131646
Local Authority Torbay
Inspect ion number 360304
Inspect ion dates 25–26 May 2011
Report ing inspector Mark Lindfield HMI

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Nu mber of pupils on the school roll 383
Appropriate authority The governing body
Chair Wendy Burridge
Headteacher Tracey Jones
Date of previous school inspection 11 February 2010
School address Pimm Road
Telephone number 01803 555657
Fax number
Email address reveal email: adm…
Age group 3–11
Inspect ion dates 25–26 May 2011
Inspect ion number 360304


This inspection was carried out by one of Her Majesty's Inspectors and two additional
inspectors. Inspectors observed 20 lessons taught by 18 teachers, held meetings and
telephone conversations with parents and carers, and met with pupils, governors and

staff. They observed the school's work and looked at the school's assessment data, middle

and subject leaders' files, school development plans, minutes of governing body meetings,
and local authority and School Improvement Partner reports. They scrutinised 93 pupil and
35 staff questionnaires as well as 104 questionnaires from parents and carers.
The inspection team reviewed many aspects of the school's work. It looked in detail at a
number of key areas.

  • The current progress and attainment of different groups of pupils.
  • The quality of teaching and assessment and whether they are of sufficient quality to
    secure higher standards of attainment and maintain improvements.
  • The effectiveness of the school's actions to improve pupils' rates of attendance.
  • The effectiveness of leadership and management at all levels in monitoring, self-
    assessment and setting challenging targets to raise pupils' achievement and increase
    the school's capacity to continue to improve.

Information about the school

King's Ash is a larger than average primary school. After the amalgamation of an infant
and junior school in September 2008, pupils of the newly formed school moved to the
present site in June 2009. The proportion of pupils known to be eligible for free school
meals is well above the national average. Most pupils are of White British heritage with
few from other ethnic backgrounds. The proportion of pupils who have special educational
needs and/or disabilities is well above average as is the proportion of pupils with
statements of special educational needs. The school provides specialised support for pupils
with emotional and behavioural difficulties and for pupils on the autistic spectrum.
When the school was last inspected, it was judged to require significant improvement and
was given a notice to improve. One of Her Majesty's Inspectors visited the school in
November 2010 to assess the school's progress. At that monitoring visit the school was
judged to be making good progress.
The school has Early Years Foundation Stage provision for 87 pupils in two Reception
classes and a single Nursery class. The school runs a pre-school breakfast club on site,
managed by the governing body.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

Inspection judgements

Overall effectiveness: how good is the school? 3
The school's capacity for sustained improvement 3

Main findings

In accordance with section 13 (5) of the Education Act 2005, Her Majesty's Chief Inspector
is of the opinion that the school no longer requires significant improvement.
This is a satisfactory and improving school. There is a strong feeling of teamwork between
staff and a commitment to improving the school as much as possible. Senior leaders,
governors, staff and pupils have been successful in addressing most of the key areas
identified at the previous inspection. They have a clear and accurate understanding of the
school's strengths and weaknesses. The school development plan sets out a
comprehensive range of actions with a clear focus on priority areas. Senior leaders' regular
monitoring of lessons has helped teachers to develop a clear understanding of areas to
develop in their practice and has provided guidance on developing their strengths.
However, observations do not focus sufficiently on evaluating the progress made by
different groups of pupils, including pupils receiving additional support. Improvements in
rates of attendance have resulted from a more rigorous approach to monitoring pupils'
punctuality and responding immediately to any absences from school. Consequently,
pupils have missed fewer lessons over the course of this academic year so that their
overall attendance is now satisfactory and in line with other schools nationally. The
effectiveness of the school's actions in addressing key priorities confirms that the school's
capacity to improve is satisfactory.
While satisfactory overall, the quality of teaching and learning has improved over the last
15 months so that an increasing proportion is now good or better. Marking is more regular
and consistent across the school. Increasingly assessment information is used to plan
tasks and activities that match pupils' needs. As a result, although attainment in English
and mathematics is well below average by the end of Year 6, the achievement of pupils is
now satisfactory and there are many indications of emerging good progress across the
school. From entry into the Early Years Foundation Stage there are now examples of good
teaching and learning in all year groups but not yet consistently in all classes. Where
pupils' progress is more rapid teachers use a range of strategies to explain the learning
and provide clear guidance to pupils. For example, in a mathematics lesson with Year 2
pupils, teachers used imaginative techniques to check pupils' ability to add and subtract
multiples, then set a practical task with a range of resources. This ensured that pupils of
all abilities made good progress in developing their understanding of three-dimensional
shapes. However, where lessons were no better than satisfactory, pupils spent too long
listening passively to teachers' explanations, and teaching strategies did not fully engage
and meet the needs of pupils of all abilities.
The school is a welcoming community where friendly relationships are apparent on
entering the building and throughout the school. There is strong support for pupils with
special educational needs to develop their social and personal skills. Staff work closely

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

with a range of specialist agencies to ensure that pupils with emotional and behavioural
difficulties make good progress in their personal development and participate in lessons
alongside their peers. Higher level teaching assistants provide targeted support to develop
pupils' emotional well-being and social skills. As a result pupils' behaviour is good; they
display positive attitudes in lessons, are polite and courteous and enjoy playtimes. The
school's thorough monitoring of pupil tracking data identifies pupils who are
underachieving. Senior leaders are quick to provide a range of additional adult support
and to withdraw pupils from lessons for individual help, but these strategies vary in their
effectiveness. Occasionally adult support is over directed and does not fully develop pupils'
independent learning.
Up to 40% of the schools whose overall effectiveness is judged to be satisfactory may
receive a monitoring visit by an Ofsted inspector before the next section 5 inspection.

What does the school need to do to improve further?

  • Raise attainment in English and mathematics by ensuring that pupils make
    consistently good levels of progress in all classes.
  • Increase the proportion of good quality teaching and learning across the school by
    ensuring that:
    lessons proceed at a brisk pace with an appropriate balance of teacherinput and
    opportunities for pupils to work independently
    teaching strategies provide appropriate challenge for pupils of all abilities
    monitoring of teaching and learning focuses sharply on the progress of those
    pupils identified as underachieving.
  • Increase the effectiveness of support for individual pupils by:
    evaluating the impact of the support for pupils withdrawn from lessons.
    ensuring all support staff adopt a consistent approach to reinforcing learning and
    developing pupils' independence
Outcomes for individuals and groups of pupils 3

Since the previous inspection better teaching and increased attendance have brought
about improvements to pupils' achievement. After amalgamating, the school's first results
in 2009 showed that pupils' attainment in Year 6 in all subjects was significantly below
average. Standards rose slightly in 2010 and the latest assessments for Year 6 pupils show
that results have improved further but remain low. Pupils make satisfactory progress
across the Early Years Foundation Stage and enter Year 1 with below average skills and
knowledge. By the time they leave in Year 6, they have made satisfactory progress from
their starting points. The school's focus on English has resulted in pupils making better
progress in writing and reading; progress in mathematics is weaker. More good progress is
becoming apparent across the school in lessons and in pupils' work. There is convincing
evidence in the higher proportion of good teaching and learning that pupils' progress is
improving quickly and is resolving their previous underachievement.
The progress of pupils with special educational needs is satisfactory overall. They make
similar overall progress to their peers. They make better progress in developing their

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

reading skills because they are withdrawn from lessons to practise individual letter sounds
and because adults regularly listen to them read. Many make good progress in their
personal development. Pupils with emotional and behavioural difficulties are well
supported so that they improve their social skills as they learn to manage their own
behaviour. They are well supervised as they are gradually introduced into whole class
Pupils show positive attitudes in lessons and regularly work together harmoniously. They
behave well and are polite, cheerful and helpful to others around the school. They take
pride in their new school and their enjoyment is evident in their increased attendance and
punctuality. Pupils' understanding of healthy lifestyles is satisfactory; they are aware of
the importance of healthy eating. The school walking bus encourages pupils to exercise
but many miss opportunities to attend after-school sports clubs. Pupils say that they
usually feel safe at school and parents and carers agree. Their understanding of risks is
enhanced by fellow pupils who act as playground friends and explain road safety
procedures. Pupils were quick to express their confidence that adults will listen and deal
with any situations that arise. Pupils' spiritual and moral development is satisfactory; they
show interest in others feelings and reflect thoughtfully during assemblies. The school is
developing pupils' cultural understanding through international links and through the

These are the grades for pupils' outcomes

Pupils' achievement and the extent to which they enjoy their learning 3
Taking into account:
Pupils' attainment¹
The quality of pupils' learning and their progress 3
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
The extent to which pupils feel safe 3
Pupils' behaviour 2
The extent to which pupils adopt healthy lifesty les 3
The extent to which pupils contribute to the school and wider community 3
The extent to which pupils develop workplace and other skills that will contribute to
their future economic well-being
Taking into account:
Pupils' attendance¹
The extent of pupils' spiritual, moral, social and cultural development 3


The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4

is low

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

How effective is the provision?

Teaching and learning have improved over the last 15 months as the school has adopted
consistent approaches. Marking has improved and now provides pupils with regular praise
and encouragement as well as identifying ways that their work can be improved.
Increasingly, assessment information is used to adapt planning to more closely meet the
needs of pupils' different abilities. Pupils are provided with clear instructions and show
increasing confidence in applying their skills in other subjects. Developments in the
curriculum and a more consistent approach to managing behaviour have resulted in pupils
showing positive attitudes in the majority of lessons. In the most effective lessons
teachers use a range of techniques, including information and communication technology,
to quickly develop pupils' knowledge and skills. They make good progress because they
are provided with opportunities to develop their ideas through talking with partners and to
apply their skills through practical tasks. However where teaching and learning are
satisfactory rather than good, the pace of lessons is slow, pupils spend too long passively
listening and lessons lack challenge.
A thematic approach to the curriculum is developing links between subjects. Monitoring by
subject leaders ensures that planning provides opportunities for pupils to apply their
English and mathematics skills in other subjects. Year 5 pupils studying an African theme
responded enthusiastically and accurately identified the key skills used in designing
musical instruments, learning songs and increasing their understanding of other cultures.
The school recognises the high levels of engagement generated through this approach
and is intent on embedding this across the school.
Procedures to monitor and improve attendance are working well and have ensured that
fewer pupils are persistently absent from lessons. Pupils with special educational needs
benefit from specialist support from other agencies. Support for vulnerable pupils is an
established aspect of the school's provision and is effective in helping pupils to develop
both personally and academically. Good pastoral support from a range of staff helps pupils
to make good progress in developing their social skills and behaviour. Pupils who are
making slower than expected progress in English and mathematics are provided with adult
support in the classroom and are withdrawn from lessons to attend small group activities.
However, there are variations in the effectiveness of the specific support programmes and
activities for pupils, which do not consistently help them to increase their progress.

These are the grades for the quality of provision

The quality of teaching 3
Taking into account:
The use of assessment to support learning
The extent to which the curriculum meets pupils' needs, including, where relevant,
through partnerships
The effectiveness of care, guidance and support 3

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

How effective are leadership and management?

Senior leaders have addressed many of the key priorities identified in the last inspection.
They recognise that pupils' achievement is satisfactory overall and are strongly motivated
to seek further improvement. They have worked with staff to develop a common approach
to gathering accurate assessment information and to ensure close tracking of pupils'
progress across all year groups. Data has been used effectively to develop staff's
understanding of age appropriate expectations for pupils. This has resulted in greater
levels of challenge for pupils so that while their attainment remains low, outcomes overall
are satisfactory and improving. Consequently, the school now provides satisfactory value
for money. This is an inclusive school where pupils are made to feel valued. Improvements
in behaviour have created a cohesive school community. The curriculum is helping to
satisfactorily develop links with other communities. In raising pupils' achievement the
school has ensured that it provides equality of opportunity and is beginning to narrow
gaps in the performance of different groups.
The headteacher's strong leadership has encouraged middle and subject leaders to
develop their roles and responsibilities. Their regular monitoring of planning has provided
helpful feedback to staff and ensured that there is more consistent progression in pupils'
basic skills. The governing body fulfils its statutory duties and has provided satisfactory
support and challenge to the school. Its members have an accurate understanding of the
school's strengths and weaknesses through their direct and regular involvement.
Safeguarding arrangements are in place, the school takes care to ensure that child
protection procedures are reviewed and that all staff complete training. Senior leaders link
with other agencies to ensure that vulnerable pupils are monitored appropriately.
Partnerships with a range of professional agencies make a strong contribution to
promoting pupils' well-being. A consistent approach to managing pupils' behaviour has
developed with the close support of an educational psychologist who recognises the
school's good practice and inclusive approach. The family support worker has provided
support for families and helped to decrease the proportion of pupils who are regularly
absent from school. The school has introduced specific activities to engage parents and
carers in their children's learning. Workshops explaining the school's approach to reading
and mathematics have been well received by those who attended.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for leadership and management

The effectiveness of leadership and management in embedding ambit ion and driving
Taking into account:
The leadership and management of teaching and learning
The effectiveness of the governing body in challenging and support ing the
school so that weaknesses are tackled decisively and statutory responsibilities met
The effectiveness of the school's engagement with parents and carers 3
The effectiveness of partnerships in promoting learning and well-being 3
The effectiveness with which the school promotes equality of opportunity and tackles
discriminat ion
The effectiveness of safeguarding procedures 3
The effectiveness with which the school promotes community cohesion 3
The effectiveness with which the school deploys resources to achieve value for money 3

Early Years Foundation Stage

Children enjoy their learning and are happy to take part in activities, joining in with
rhymes and actions confidently. Many enter the school with levels of skills in speaking,
listening and mathematical understanding that are lower than typical expectations. They
make satisfactory overall progress during their time in the Early Years Foundation Stage
although many children still have low levels of attainment as they move into Year 1. They
make better progress in their personal and emotional development and quickly settle into
the daily routines because relationships among staff and with children are secure. Adults
encourage children to behave well by sharing resources and showing consideration for
others so that they willingly take turns and join in with each other's imaginative play. They
are encouraged to develop healthy eating habits and regularly eat fruit and drink juice and
water. Mostly there is an appropriate balance between adult-guided activities and
opportunities for children to choose activities and develop their independence.
The quality of support from adults varies across the Early Years Foundation Stage.
Children's progress is better in one class where teachers explain clearly to adults how to
reinforce learning and develop children's engagement in practical tasks. Leaders and
managers have a sound understanding of the strengths and weaknesses of the setting
and are working to improve practice. They have increased opportunities for children to
develop their scientific knowledge and understanding and are clearly focused on
developing children's early reading and writing skills. Children are well supervised and
appropriate risk assessments are in place. Arrangements for safeguarding children are
satisfactory, although difficulties in resolving contractual building issues have slowed the
school's efforts to provide shelter in the outdoor area from the sun and poor weather.

Inspect ion grades: 1 is outstanding, 2 is good, 3 is sat isfactory, and 4 is inadequate

Please turn to the glossary for a description of the grades and inspection terms

These are the grades for the Early Years Foundation Stage

Overall effectiveness of the Early Years Foundation Stage 3
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage 3
The effectiveness of leadership and management of the Early Years Foundation

Views of parents and carers

The overwhelming majority of parents and carers who responded to the questionnaire
agree that their children enjoy school. The very large majority are happy with their child's
experiences and feel that their child is kept safe by the school. A number of parents and
carers expressed their concerns at the school's approach to dealing with unacceptable
behaviour. During the inspection the inspectors spent time observing playground
behaviour and speaking to children. In over half the lessons visited during the inspection
pupils' behaviour was good or better and in all lessons behaviour was never less than
satisfactory. The school has clear procedures for developing good behaviour and the social
skills of all pupils. Staff work closely with other professional agencies to support pupils
with challenging behaviour and are successful in their approach. A small minority of
parents and carers feel that the school does not take account of their suggestions and
concerns. The governing body is aware of these views and intent on improving this aspect
of the school's work.

Responses from parents and carers to Ofsted's questionnaire

Ofsted invited all the registered parents and carers of pupils registered at King's Ash Primary School to
complete a questionnaire about their views of the school. In the questionnaire, parents and carers were
asked to record how strongly they agreed with 13 statements about the school. The inspection team
received 104 completed questionnaires by the end of the on-site inspection. In total, there are 383 pupils
registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.

Statements Strongly
Agree Disagree Strongly
Total % Total % Total % Total %
My child enjoys school 62 60 40 38 0 0 1 1
The school keeps my child
59 57 40 38 4 4 1 1
My school informs me about
my child's progress
43 41 46 44 13 13 0 0
My child is making enough
progress at this school
45 43 45 43 8 8 2 2
The teaching is good at this
50 48 45 43 6 6 0 0
The school helps me to
support my child's learning
39 38 48 46 10 10 2 2
The school helps my child to
have a healthy lifestyle
41 39 55 53 3 3 3 3
The school makes sure that
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
41 39 55 53 4 4 0 0
The school meets my child's
particular needs
41 39 47 45 12 12 0 0
The school deals effectively
with unacceptable behaviour
32 31 46 44 18 17 6 6
The school takes account of
my suggestions and concerns
30 29 49 47 10 10 6 6
The school is led and
managed effectively
38 37 48 46 6 6 4 4
Overall, I am happy with my
child's experience at this
49 47 44 42 3 3 3 3


What inspection judgements mean

Grade Judgement Description
Grade 1 Outstanding These features are highly effective. An outstanding school
provides exceptionally well for all its pupils' needs.
Grade 2 Good These are very positive features of a school. A school that
is good is serving its pupils well.
Grade 3 Satisfactory These features are of reasonable quality. A satisfactory
school is providing adequately for its pupils.
Grade 4 Inadequate These features are not of an acceptable standard. An
inadequate school needs to make significant improvement
in order to meet the needs of its pupils. Ofsted inspectors
will make further visits until it improves.

Overall effectiveness of schools

Overall effectiveness judgement (percentage of schools)
Type of school Outstanding Good Satisfactory Inadequate
Nursery schools 46 48 6 0
Primary schools 6 47 40 7
Secondary schools 12 39 38 11
Sixth forms 13 42 41 3
Special schools 28 49 19 4
Pupil referral units 14 45 31 10
All schools 10 46 37 7

New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 31 December 2010 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see

The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker
schools are inspected more frequently than good or outstanding sch ools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in secondary
schools, special schools and pupil referral units.

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning,
development or training.
Attainment: the standard of the pupils' work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school's overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
The school's capacity for sustained
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
through partnerships.
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured by
comparing the pupils' attainment at the end of a key
stage with their attainment when they started.

27 May 2011
Dear Pupils

Inspection of King's Ash Primary School, Paignton TQ3 3XA

Thank you for welcoming the team of inspectors to your school. We are pleased that your
school has improved and congratulate you on your hard work. We have judged that your
school no longer needs to make rapid and significant improvement and is now
satisfactory. However, all of you should not be happy to stop there and we have asked the
headteacher, senior staff, governors and all adults to carry on helping you to work hard
and achieve your best.
You told us that you enjoy coming to school and we noticed that more of you are coming
to school every school day and on time. We were pleased with your good behaviour in
lessons and noticed that many of the older pupils were willing to help out in the
playground. We saw that you were often keen to do well and try hard. We enjoyed
watching your enthusiastic approach to topic work on Africa and hearing you sing.
Across the whole school and in all year groups you are making better progress in your
work, so well done! Staff regularly mark your books, give you praise and point out how to
make your work better. Teachers use information and communication technology to
explain the lesson and often think up imaginative ways to help you to learn. We noticed
how you enjoyed explaining your ideas and were quick to answer questions.
We have asked the school to improve some key areas by:

  • helping you to do better in English and mathematics across the school
  • providing more lessons where you can all make good progress
  • making sure that the lessons and activities for pupils who need extra support are
    helping them to improve.

Yours sincerely

Mark Lindfield
Her Majesty's Inspector


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