Pupils, whatever their background, make excellent progress because the school makes excellent use of its assessment and tracking systems to ensure all pupils achieve to the best of their ability.
Teachers make extremely good use of assessment to give pupils work that is suitably challenging for differing abilities. Planning is consistent throughout the school and lessons are typically lively and interesting so that pupils want to learn.
This is enhanced by the excellent assessment and tracking system which helps to sharpen teaching and learning and leads to high achievement.
There has been good progress in setting up systems for tracking pupils’ progress and setting targets for each pupil in English and mathematics. A programme of regular assessments for reading, writing and mathematics is used well to check whether pupils are making the expected progress.
Tracking systems are good and are used well to ensure that all pupils, including those with learning difficulties and/or disabilities, progress well. Pupils and teachers use the target sheets well to assess whether pupils have achieved as well as they should. As a result, pupils have a good understanding of what they need to do to reach the next level and this has a positive impact on their achievement.
Effective systems for assessing pupils’ progress and developing the next steps for learning are in place throughout school. Pupils and their parents are kept well informed of the outcomes through regular conferences with teachers.
There are very effective methods for keeping track of pupils' progress and these are used very effectively to put in place a range of individual programmes of work and interventions to help them to improve. Pupils know their targets in English and mathematics and they find it helps them gauge their own progress and understand what they need to do next to improve.
Monitoring of teaching is rigorous and the assessment of pupil progress is used very well to inform lesson planning. The leadership team has rapidly identified the strengths and weaknesses of the school and is excellent at monitoring its progress in resolving key issues. Evaluation is thorough and informative, identifying curriculum coverage shortfalls or skills weaknesses. As pupils demonstrate rising standards, the teachers further raise the bar by revising targets upwards so that pupils are now aiming for challenging targets.
Foundation Stage provision is good. Very good weekly planning meetings ensure that pupil development is closely monitored. Rapid feedback allows adaption of planning to meet emerging need.
Any queries on any of the above please don't hesitate to contact me:
0844 5555 211 or email me at cscarth@primeprinciple.co.uk
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