STAFF at King William Street Primary School have come under fire from Ofsted for not acting quickly enough to improve - despite being warned over 18 months ago.

The fresh call comes as the education regulator published its latest report into the school where it found improvements were needed in all but two areas.

The school was initially given the rating back in 2015 and following a visit by inspectors last month, Ofsted still found that teaching and pupil outcomes remained inconsistent when compared to other schools.

The report said: “Leaders have not acted quickly enough to raise pupils’ achievement since the previous inspection. The progress of current pupils and the quality of teaching remain too inconsistent.

“Leaders do not ensure that teachers’ expectations are uniformly high. For example, some teachers wrongly accept basic errors in writing.

“The quality of teaching, learning and assessment is too inconsistent. Teachers’ expectations are not uniformly high enough. Teaching does not consistently build on what pupils already know. Sometimes work is too easy or too hard. Consequently, teaching is not resulting in pupils achieving well.

“As a result of previously weak teaching, some middle-attaining and most able pupils underachieved. Current teaching does not stretch and challenge these pupils sufficiently. For example, teachers too readily accept pupils’ first draft of written work and do not insist that they continue to refine and improve it. As a result, these pupils are not catching up quickly enough in writing."

Despite the criticisms, the primary school was praised on its mathematics results, attendance rates being above the national average and their early years provision.

The report added: “The behaviour of pupils is good. Generally, pupils demonstrate positive attitudes to learning, even when the work planned for them is too easy or too hard. They try their best and the vast majority present their work well. Occasionally, when pupils have to wait for new activities or work is not matched to their needs a few pupils do not maintain complete concentration and their progress slows.

“Staff working in the early years know the children well. As a result of the good relationships and routines formed, children feel safe, are supported well and enjoy school. Parents value the positive start to school life that their children receive.”

Headteacher Margaret Clarke said: “Obviously we are disappointed with the outcome particularly as all school staff and governors have continuously worked hard since our last inspection towards attaining a ‘good’ grading.

"For example our approach to mathematics teaching was ‘turned on its head’ two years ago and I am pleased that our ‘do it, use it and own it’ approach is recognised as a strength of the school.

"This academic year, school leaders have provided support to a large proportion of teachers who were either new to the profession or new to their role, but I know the pace of improvement is quickening - a point agreed by the inspector, but we are not there yet. I will continue to be proactive in looking beyond the school to seek support and challenge-through our cluster colleagues, consultants, as well as continuing professional development for all staff. I am confident that next year, with a stable committed staff, we will drive improvement further and attain good at our next inspection.”

David Jell, Chair of Governors, added: “It is frustrating that we know we were so close to receiving a 'good' grading, but we are determined to ensure that the areas highlighted in the report for improvement are brought to the standard required by the inspectors very quickly. We are very confident that this can be done.”s