‘School and staff should be commended for their quick shift and quality of what’s being communicated with the children.’
‘School are there when needed whether it’s for support or a chat. They are constantly checking how kids are getting on.’
‘The governing body knows the school and the local community very well.’
‘Disadvantaged and most-able children are making particularly good
progress.’
‘The teaching of phonics is a strength.’
‘There is clear evidence that you and your staff’s ongoing work to improve the depth of pupils’ mathematical understanding across the school is working.’
‘Communication systems between classroom and
additional support staff are good and mean that these pupils have access to the
full range of the curriculum suited to their needs.’
‘The learning environment, both inside and out, is stimulating and attractive. Staff are skilled in ensuring that children develop their independence as learners who enjoy exploring the world.’
‘Parents are
confident that their children are happy, safe and well taught.’
‘Early Years leaders and staff are expert in using their knowledge of what children can and cannot yet do to sharpen their planning and focus their teaching.’
‘All support and communication is brilliant’
‘The quality of teaching across all subjects continues to improve.’
‘Ribbon are doing a fantastic job.’
‘Pupils are taking more responsibility for their own learning as they move through Key Stage 1.’
‘My son loves the interaction with his teachers. Thank you all so very much for your hard work and dedication.’
‘Children get off to a flying start at school. They are happy and safe and increasingly independent, and
yet aware of others.’
‘School have done a fantastic job in all areas.’
‘Children settle well when they enter Ribbon Early Years, communication between home and school is good.’
‘We are so grateful to all the effort the teachers are putting in.’
‘Staff and the governing body take safeguarding responsibilities very seriously. There is a culture of safeguarding at the school.’
‘Ribbon monitor the progress and well-being of pupils who have special educational needs and/or disabilities carefully. Expectations for these pupils are high. As a result, they make generally good progress from their starting points.’