OfstedFebruary 20, 2021 2022-01-03 21:54
In our most recent full Ofsted inspection, we were graded as follows:
- Overall effectiveness – Good
- Quality of teaching, learning and assessment – Good
- Personal development, behaviour and welfare – Outstanding
- Outcomes for pupils – Good
- Early years provision – Good
Summary of key findings for parents and pupils
- The headteacher and his leadership team have worked with commitment and energy to make a very positive impact on the life of the school. As a result, pupils make good progress.
- Senior leaders have made significant improvements to the system for assessment and monitoring pupils’ progress. This means that leaders can now identify pupils who are falling behind and help them to improve.
- Spiritual, moral, social and cultural teaching is strong. As a result, pupils’ understanding of the world is well developed. They are able to reflect on relationships with people who have different perceptions and beliefs.
- Personal development, behaviour and welfare are outstanding. Caring for everyone is embedded in the pupils’ attitudes to one another. This reflects the school’s Islamic ethos.
- Leaders use a good lesson monitoring system. Teachers have individual targets to improve their teaching. As a result, pupils benefit from good teaching in most lessons.
- Teachers and senior leaders know all their pupils well. Because of this, they match tasks well to pupils’ abilities. However, teachers do not always challenge most-able pupils with higher-level tasks from the start of lessons.
- Strong leadership in the early years foundation stage ensures that the provision for the children is good. As a result, children at this stage make at least good progress. However, provision in the outdoor environment is not as good as provision indoors.
- Most pupils learn to write well because teachers show them how to write by demonstrating writing themselves. However, some teachers do not give good enough examples that support the pupils to improve quickly.
- Pupils have opportunities to talk about their learning. This helps them to improve both their work and their relationships. However, teachers do not place enough emphasis on them learning to use more adventurous and technical words. In mathematics, teachers do not give all pupils enough opportunities to develop their spoken reasoning.