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Pupils are happy at this school. They enjoy playing with their friends at breaktimes.
Pupils trust adults to keep them safe and to listen to any worries that they may have.
The school has high aspirations for pupils' achievement. This includes pupils with special educational needs and/or disabilities (SEND).
The school has overhauled its curriculum to ensure it is suitably ambitious for pupils. However, weaknesses in the previous curriculum mean that some pupils have developed gaps in their learning over time. These pupils are not as well prepared for the next stage of education as they should be.
Pupils behave well. They are kind to one another and ...play cooperatively together. Many pupils have positive attitudes to learning.
They delight in the array of rewards that they receive for behaving well and working hard.
Pupils value the range of opportunities on offer beyond the academic curriculum. They speak excitedly about visitors to school and the vast array of clubs on offer.
Children in the early years, and pupils across the rest of the school, benefit from outdoor learning in the school's woodland area. This helps pupils to learn more about the natural world and to develop their teamworking skills.
What does the school do well and what does it need to do better?
The school has undergone numerous challenges since the last inspection.
Following a period of turbulence, the school is now in a position of greater stability. Staff recognise that the school has had to make a number of changes quickly. Staff benefit from appropriate guidance and support to carry out their roles effectively.
Most staff said that the school provides effective support for their well-being and to ensure that their workload is manageable. Many are proud to be a part of the school community.
The school and governors are working together productively to improve the educational offer that pupils receive.
Following positive changes to strengthen the knowledge and expertise of the governing body, governors provide a suitable level of challenge and support to the school.
The school has recently taken decisive action to review and revise its curriculum. It has thought carefully about the important knowledge that it wants pupils to learn over time so that they know more and remember more.
This is similar in the early years, where the curriculum in each area of learning clearly identifies the key knowledge that children should learn in readiness for key stage 1.
Staff have benefited from suitable curriculum training in recent times. This is helping them to deliver the subject curriculums more effectively.
Pupils achieve increasingly well. However, despite these improvements, weaknesses remain in how well aspects of the curriculum are delivered. This hinders pupils' achievement.
A new early reading and phonics curriculum has recently been introduced. Most staff have received training so that they deliver the new early reading programme effectively. As a result, children in the early years and pupils in key stage 1 are starting to read with greater fluency and accuracy.
However, some staff are still developing expertise in how to best deliver the early reading and phonics curriculum. The support that some pupils receive to catch up in phonics is not effective enough. This hinders these pupils in becoming fluent readers as quickly as they should.
In several subjects, some pupils, particularly in key stage 2, have gaps in their knowledge as a result of weaknesses in the previous curriculum. The school is supporting staff to hone and develop their expertise in assessing what these pupils remember from previous learning. Nevertheless, some pupils, including pupils with SEND, experience learning that does not build on what they know or address the gaps in knowledge that they have.
This means that over time, in some subjects, pupils' learning is insecure.
The school has developed an effective approach to identifying pupils' additional needs. It ensures that pupils who need extra help benefit from a wide range of support, including support from professionals outside of the school.
This ensures that these pupils, including those with SEND, can access the same curriculum as their peers.
Typically, pupils behave well during lessons and around school. Staff step in quickly when pupils need help to follow the school's rules or to regulate their own emotions.
This ensures that pupils' behaviour is addressed sensitively and effectively.
Most pupils attend school regularly. The school provides effective support for families where attendance is a concern.
The school has thought carefully about pupils' personal development. Pupils take full advantage of the array of high-quality enrichment activities that the school offers. For example, pupils are keen to take part in beekeeping, dancing and choir.
Pupils learn about online safety and the differences between people, such as different families. They are well prepared for life in modern Britain.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In several subjects, pupils have gaps in their knowledge due to weaknesses in the previous curriculum. This makes it difficult for them to make connections with prior learning when they learn new content. The school should ensure that teachers are suitably equipped to use assessment strategies with confidence and accuracy, ensuring that gaps in pupils' learning are identified and tackled quickly.
Some staff are still developing their expertise to deliver aspects of the curriculum successfully. This hinders how well some pupils acquire and develop a deep understanding of subjects over time. As the school implements its refined curriculum, it should ensure staff are supported to deliver subject content consistently well.
• Some pupils who find reading more difficult are not supported as well as they should be to catch up. This hinders these pupils from becoming confident readers. The school should ensure that staff are supported to deliver the phonics and early reading curriculum effectively so that pupils become fluent readers.
