A Reading primary school has achieved a Good rating in its latest Ofsted inspection, where it was noted that pupils are well-supported in all areas and enjoy coming to school.

Oxford Road Community School was visited by Ofsted on December 11 last year, and has maintained its Good rating from the last inspection in 2014.

A report of the inspection states that safeguarding at the school is effective. It says: "Prompt and effective referrals are made to external agencies.

"Leaders will challenge the decisions of agencies if they consider them not to be appropriate. Governors ensure that rigorous recruitment checks take place before staff and other adults work in school."

It also notes that training is carried out regularly and that pupils' welfare has the highest priority.

One area observed during the Ofsted visit was the impact of leaders' actions to ensure that more pupils achieve a higher standard in writing. The report says that progress has improved in this category but that "pupils continue to achieve the higher standards in reading and mathematics than in writing."

It was acknowledged that the school has recently appointed an "experienced and knowledgeable" leader for the teaching and learning of writing, who has had an impact on raising standards.

According to the report, the school also uses an effective phonics programme which "ensures that even the youngest pupils quickly learn how to sound out and spell words."

The inspection also found that a range of writing frames had been used across the school to support pupils' writing, which has been effective for pupils that require more guidance. The report also says that this has been constrictive to other pupils.

"The writing frames help pupils to know how to write in a particular style, for example when writing a report or a set of instructions," the report states.

"However, leaders’ monitoring has shown them that these structures do not support the development of pupils’ independent writing skills. Pupils tend to become too reliant on the prompts within the writing frame. In particular, the most able pupils are often constrained by the structure of the frame."

The report concludes with next steps the school should take, which includes expanding the opportunities for pupils to make choices when writing and ensuring that there is greater consistency in teachers’ use of modelling and questioning.