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This school is a happy, friendly place to attend as a child and to look for support as a parent or carer. This is because it notices and values each individual person.
The school successfully teaches children that everyone is equal and has a right to be valued by others and to be themselves. Children's positive behaviour indicates that they feel safe. They settle and thrive because of the caring, high-quality relationships that staff establish with them.
Due to the school's high expectations, children, including those with special educational needs and/or disabilities (SEND), achieve well. They gain new skills and knowledge from the learning activities and support tha...t staff thoughtfully provide. Children love coming to school, not least to learn how to care for the school hens, last year named 'Nugget' and 'Popcorn' by the children.
Children, including two-year-olds, learn to be physically active. For example, they learn to swing themselves on a tyre-and-rope swing in the school's woodland area. Children learn too about the importance of eating healthy food such as fruit.
Encouraged and supported by staff, children learn that peeling one's own fruit and tidying up are also important responsibilities. In this way, they learn essential skills for life.
What does the school do well and what does it need to do better?
As a result of significant attention by the school, including the governing body, the quality of education, leadership and management have improved markedly since the previous inspection.
Children at the school, including two-year-olds, now experience a well-thought-out curriculum. This enables them to develop much of the knowledge that they need to become successful learners. For instance, children become skilful mathematicians and artists.
The school thinks carefully about which activities are best suited to help children remember key knowledge. Children enjoy their learning, including the school's well-chosen stories and nursery rhymes. Mostly, they build their knowledge and passion for communicating and expressing ideas.
However, sometimes the school does not ensure that staff use language and questions effectively to deepen children's understanding of its curriculum. At these times, some children learn less well.
Staff act thoughtfully so that all children, including those who find speech and language difficult, have the opportunities that they need to take part in meaningful play and conversation.
Consequently, children become confident communicators, able to hold meaningful conversations with others.
The school has successfully redesigned its approach to checking children's learning. Staff consider carefully whether children know and remember the school's curriculum.
Staff make effective use of this information to decide on the next steps in children's learning. Most of the time, children learn the content of the curriculum securely.
Fostered by staff's respectful and sensitive support, children learn that kindness and self-control are important behaviours.
They listen to staff and learn to follow instructions. Children's positive behaviour means that staff are focused on teaching, as well as supporting children's learning.
The school identifies the needs of children with SEND early.
It works closely with parents and with wider professionals to ensure that effective support is put in place. Children with SEND achieve well.
The school enriches children's development with a carefully considered programme of opportunities and experiences.
For example, children learn about the important work of the local police and fire brigade. The school also makes sure that children develop their knowledge of different faiths and festivals. It ensures that children are suitably prepared for their lives as citizens of modern Britain.
The school supports staff with valuable training and advice. It considers their workload when making key decisions. The governing body uses its skills and expertise effectively to support and challenge the work of the school.
The school supports parent's skills and confidence by providing them with information and guidance. These positive links with parents benefit children's learning at the school.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• On occasion, the school does not ensure that some staff use language and questions carefully to support and extend children's thinking. At these times, children develop their knowledge of the curriculum less well. The school should ensure that all staff have the expertise that they need to support children's learning of the curriculum.
