Quotes from The Inspection Report for Taylor Road Primary School in Leicester, which took place in January 2008.

This is a large, popular multiracial primary school where numbers are increasing. It is situated near the centre of Leicester and serves an area of high economic disadvantage. A very high proportion of pupils whose first language is not English attend; speakers of Somali, Gujerati and Swahili are the most common. A high number of pupils are eligible for free school meals. The percentage of pupils with learning difficulties and/or disabilities is higher than the national average but there are fewer than average with a statement of special educational need.

Overall effectiveness of the school: Grade 2
In 2007, standards were well below the national average in reading, writing and mathematics at the age of seven. A higher-than-average number of pupils who were at the very early stages of learning English joined the school during this period…
The successful implementation of a key strategy to target the development of pupils' English skills is now bearing fruit. The staff's belief that 'every lesson is a language lesson' is boosting pupils' confidence and increasing rates of progress. Standards in Year 2 are now average in reading and mathematics…From Year 3 onwards, rates of progress increase. In Years 5 and 6, it accelerates rapidly because of excellent teaching. By the age of 11, standards in science and writing are above average and are broadly average in English and mathematics.

Effectiveness of the Foundation Stage: Grade 2
On entry to the Foundation Stage, many children are new to learning English and their skills in all areas are initially well below expectations for their age. There are particular weaknesses in the key areas of communication, language and literacy and mathematics. The detailed assessments provide accurate measures of children's strengths and weaknesses and teachers use them expertly to plan activities at just the right level. Teachers and teaching assistants do everything to make learning fun and children enjoy coming to school. The support for children with little or no English is good and they make good progress. The curriculum is planned carefully to ensure children have the right balance of academic work to improve their reading, writing and number skills and time to develop their independence and social skills through play. As a result, children make good progress.