Minera

Overview

Most pupils begin with weak literacy and numeracy skills and subsequently fail to make sufficient progress, particularly in writing. While the school fosters a positive environment where pupils feel safe and behave well, teaching quality is inconsistent, with low expectations and slow pacing hindering achievement. The report concludes that special measures are required due to inadequate leadership monitoring and underdeveloped curriculum provision.

Strengths

• Nearly all pupils behave well, with younger pupils engaging enthusiastically in outdoor learning through exploration.
• Teachers and support staff prioritise well-being, forging positive relationships that help pupils feel safe and respectful.
• The school is inclusive, with appropriate provision for pupils with additional learning needs (ALN) who make suitable progress against individual targets.
• Leaders and teachers promote a strong safeguarding culture and develop pupils’ spiritual, moral, and social skills well.

Areas to improve

• Leadership must improve self-evaluation and monitoring to identify key improvements in teaching and learning.
• The quality of teaching and assessment needs enhancement to ensure pupils make appropriate progress, especially in writing.
• The curriculum requires development to support the progressive growth of key skills such as literacy and numeracy.

Safeguarding

Leaders and teachers promote a strong safeguarding culture, ensuring pupils feel safe and supported.