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Spinney Hill Primary School was inspected by Ofsted in September 2017.  Inspectors found that the school was good.


These are the strengths of the school:

  • The school has improved significantly since the previous inspection. Staff and governors have benefited from the clear direction provided by the headteacher and her deputy.
  • Leaders have grown a team culture throughout the school based on sharing good practice and creating an ‘open-door’ policy. Teachers and teaching assistants work collaboratively to meet the needs of pupils.
  • Governors are effective in their role and hold the school to account. They are knowledgeable about the school’s strengths and areas for development. Through their high expectations, they support school improvements.
  • The curriculum covers a wide variety of subjects and prepares children well for life in modern Britain. However, the school’s assessment practices in subjects other than English and mathematics are currently underdeveloped.
  • Teaching and learning have improved since the last inspection. Children say their teachers make learning fun and that lessons are exciting.
  • Leaders have created a caring and nurturing learning environment based on mutual respect and positive relationships. Pupils’ personal development, behaviour and welfare are good as a result of this.
  • Pupils, including the disadvantaged and those who have special educational needs and/or disabilities, make good progress during their time in school. However, some most-able pupils are over-reliant on adult support.
  • Children in the early years get a good start to their education and settle in well. Transition into Nursery could be improved further as links with other providers are not as strong as they could be.
  • The vast majority of parents are happy with the school and feel part of school life. The headteacher is proactive in her approach to include parents and regularly consults them on various issues.


These are the areas that we need to improve


Improve the quality of teaching, learning and assessment and, thereby, increase the rates of progress and attainment by:
– ensuring that the work set by teachers is consistently well-matched to pupils’ abilities, particularly the most able, so that they become less dependent on direct adult supervision and support
– securing effective assessment practices that inform the next steps in pupils’ learning in subjects other than English and mathematics.


Further improve outcomes for children by the time they finish Reception by extending partnership work and sharing good practice seen in the early years with local pre-school providers.





Ofsted Report September 2017

HMI Monitoring Letter June 2016