Leaders have vowed to turn around a March school after it was branded as “inadequate” by Ofsted.
Inspectors found weaknesses with the leadership and teaching at Burrowmoor Primary School during a surprise visit in March.
But progress in the school’s nursery and early years provision were praised within the report.
Last week Active Learning Trust, which manages the school, announced that Neale Wade Academy principal Jason Wing was taking over as executive headteacher. Previous head Anna Traer-Goffe had left a month ago to “pursue other opportunities”.
Trust chief executive Gary Peile said: “Changing the leadership and teaching is the best way to engineer change throughout the school. We have high aspirations for Burrowmoor and are aiming for a significant difference in the next Ofsted report, with the goal being to make it a ‘good’ school.”
Lead inspector Mike Capper states in the report that the school’s leaders were not successful in addressing weaknesses and were “overgenerous” in the evaluation of its work.
It adds that pupils do not achieve well enough due to the teaching and the school is not effective in closing the gap in the attainment of disadvantaged pupils and others.
The report states: “The teaching of reading, writing and maths is inadequate. Too much teaching is dull and does not sustain pupils’ interest. It does not inspire them to do their best, to work hard or to develop positive attitudes towards learning.”
Inspectors also found that adults do not manage pupils’ behaviour consistently and that the school has not received enough support from the academy trust.
The report states: “Pupils’ behaviour is inadequate. Too many have poor attitudes towards learning. They do not always behave well in lessons or at break times. They do not always try hard enough to do their best. Their work is poorly presented.”
The report states that children in the early years section make better progress as the leader has “responded decisively” to tackle weakness.
It also states that attainment in reception is higher than in 2014 but improvements could still be made.
The report states: “Children make best progress in the nursery where the teaching is good. In the nursery, adults work together well to meet differing needs. Children make good progress in learning about phonics because learning is fun.”
It also adds that early years children behave well as the adults have “high expectations” and that there is a “happy atmosphere” in lessons.