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They love to learn and respond enthusiastically to the learning experiences on offer. It is a nurturing place where children develop their curiosity through well-chosen activities. They learn what they need to make successful steps into school.
Children enjoy playing and learning in the well-equipped classrooms and outdoor area. They are supported well by adults to explore the world around them. For example, snack time allows children to try new foods and engage in positive social interactions with adults and peers.
Children enjoy the captivating activities that staff plan, such as making home-made apple juice ...with the apple press. This helps children to take risks in their learning and try new things.
Children participate confidently in learning activities, such as making bird feeders in the woodland area.
They show high levels of independence by selecting their own activities and resources. Children ask questions and are proud to do things for themselves, such as putting on their own waterproof suits and wellies.
Children feel safe at school and have strong relationships with staff.
Children learn how to be kind and caring towards each other. They know the clear routines that foster high expectations of behaviour.
What does the school do well and what does it need to do better?
The school has designed a curriculum that is bespoke to the children it serves.
The curriculum is ambitious and ensures that children develop across all areas of learning. Children build on important learning experiences that help them to be 'school-ready' very effectively. The curriculum sets out the expected, age-related milestones for each area of learning.
Staff check precisely what children know and can do. Staff make deliberate, well-considered choices with routines, learning activities and language to address any gaps in children's learning and help them achieve very well.
The love of books is at the heart of the curriculum.
The school's chosen 'core books' help staff to focus precisely on what they want children to know and do in each area of learning. Children engage in songs, rhymes, books and familiar stories with excitement. They are keen to talk about the books they like and what they have remembered from the stories.
Staff are very well trained in communication and interaction. They know when to intervene in children's play to enhance their learning and when to observe. They adapt their talk with the children to move learning on quickly.
Staff support the early stages of language development particularly well.
Staff know the children incredibly well. Staff foster deep and meaningful relationships with children and their families as a result.
Children with special educational needs and disabilities (SEND) have their needs well catered for. Staff use a range of strategies, resources and routines that enable children with SEND to learn successfully. Staff identify children's needs promptly.
Parents value the supportive relationships with the school that help their children to thrive.
All children behave exceptionally well. They enjoy playing together.
The school has established high expectations. Staff consistently teach routines and model expectations of excellent behaviour, for example learning how to take turns on the swings or the trampoline. Children are encouraged to attempt new tasks and persevere when it gets tricky.
Staff teach children how to be kind and caring. As a result, the school has a calm learning environment.
Staff ensure that children learn about the world around them, including diversity.
They provide opportunities for children to explore their environment, such as a woodland area and a splash pool in the summer. Visitors come to the school to provide children with meaningful real-life experiences. For example, children learn how to care for Bertie, the school dog.
These opportunities help children to understand why it is important to be responsible and respectful for others and themselves.
Staff and governors are proud of their school. Leaders ensure that there are continuous improvements to the teaching of the curriculum.
Staff value the continuous training that helps them to develop their expertise over time. Governors are highly committed to ensuring that children receive a strong start to their education.
Safeguarding
The arrangements for safeguarding are effective.
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2024 Primary and GCSE results now available.
Full primary (KS2) and provisional GCSE (KS4) results are now available.
