WELL-DEVELOPED numerical skills and high attainment in reading has led to Horsley Primary School achieving 'good' in a recent Ofsted report.

Carried out with only two daysÕ notice, Ofsted inspector John Eadie sat in on lessons and observed teaching. He also met informally with parents, carers, staff, pupils and the chairman of the governors.

In his report, he describes the school as a 'smaller than average-sized primary school', which has 'improved well' since its last inspection, with pupils making 'good progress.'

English and maths were picked out as two subjects in which attainment was significantly higher than average and progress in reading was also marked as 'outstanding' in all year groups.

Mr Eadie put the pupils' good progress down to 'consistent good teaching' and an 'outstanding and engaging range of curriculum opportunities.'

He commented that pupils behave well and are caring, considerate and polite.

The report also said pupils are kept in a safe environment with headteacher Martin Fry providing a clear direction 'in his determination to provide the best possible opportunities for the pupils.'

Martin Fry said: "It shows what the school is all about. A dedicated team working closely together to help the pupils achieve their full potential."

Mr Eadie also reported that 'lessons are typified by pupils' enthusiastic learning and application,Õ while also highlighting the 'success' of the school's use of phonics - linking sounds and letters.

He wrote that: "Lessons are planned to provide plenty of challenge. For example, in one mathematics lesson, there were activities planned at six ability levels, each designed well to stretch the pupils' understanding and meet their particular needs.

"Teachers are particularly good at advancing pupils' learning by skilful use of questioning, for instance by asking pupils what they think about a particular aspect of the lesson.

"There are moments of awe and wonder stimulated by the activities provided and pupils are made keenly aware of their place in this world and their responsibilities towards it."

Notes for improvement included the need to accelerate pupils' progress in maths and writing by setting targets for their next steps.

Pupils also read confidently but are not as confident in writing or knowing how to improve their work, said Mr Eadie.