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Pupils are proud to be part of the Alban Wood family. They love learning.
They show respect for each other and for the adults who look after them. Relationships throughout the school are built on trust. As a result, pupils feel safe and happy.
The school is highly inclusive. Its diverse community supports pupils' understanding of difference. Pupils value and celebrate this in lessons, assemblies and in the playground.
Pupils show tolerance and kindness towards each other, regardless of any differences between them.
Pupils are encouraged to aim high. Adults make their expectations consistently clear.
Pupils rise to meet these. Around the scho...ol, pupils' behaviour is exemplary. They are polite, friendly and helpful.
Pupils work hard and have high aspirations for their future lives. Archaeologist, architect, doctor and naturalist are just a few examples of pupils' career goals.
Pupils enjoy a range of opportunities to thrive outside the classroom.
Days out enhance their learning. Residential trips develop their independence. Pupils from all year groups have a say in the running of the school through the school council.
Year 6 pupils are excellent role models. The head boy and head girl act as ambassadors for the school when visitors arrive.
What does the school do well and what does it need to do better?
The school's curriculum is ambitious for all pupils.
It is carefully planned, from the early years through to Year 6. Pupils learn a broad range of subjects. At each stage, the curriculum sets out the essential knowledge and key vocabulary pupils should learn.
Teachers deliver the curriculum confidently. Typically, they use the start of a lesson to remind pupils of their previous learning. Pupils then use their prior knowledge to access new learning.
As a result, pupils build up expertise in each subject over time. In physical education (PE), for example, pupils learn different ways of passing a ball. They apply their skills initially in netball and later in handball.
Teachers check pupils' understanding regularly in lessons. They adjust their teaching to address any gaps or misconceptions that emerge. In subjects such as reading, writing and mathematics, curriculum leaders use teachers' checks to identify weaknesses in the curriculum and to make improvements.
This does not happen routinely in all subjects. The school has refined its checking system in some other subjects. More time is needed for this to lead to improvements in the curriculum.
Children develop a love of reading from the moment they start school. Throughout the school, pupils encounter a wide range of fiction and non-fiction texts. They are encouraged to appreciate high-quality writing and to be ambitious in their reading choices.
Pupils enjoy the way their teachers skilfully bring stories to life in whole-class reading sessions.
Phonics is well taught. In the Nursery class, children learn to recognise sounds through stories and games.
During Reception and Year 1, pupils learn the letters and sounds they need to develop early reading skills. They take home books to practise these. Staff ensure pupils who might struggle get the extra help they need.
The majority of pupils are fluent readers by the end of Year 2.
The school identifies the needs of pupils with special educational needs and/or disabilities (SEND) accurately. Most of these pupils access the same curriculum as their peers, with appropriate adjustments.
A small number of pupils with SEND receive highly individualised provision. The school works hard to enable all pupils with SEND to succeed. Leaders often liaise with other professionals, within the trust and beyond.
Pupils behave exceptionally well in the classroom. They listen carefully to their teachers. They are eager to participate in lessons.
Pupils have a high degree of self-control. When lessons are lively, for example due to a practical activity such as playing the glockenspiel, pupils respond swiftly to teachers' signals for quiet.
There is a strong programme of personal development.
Pupils enjoy a range of extra-curricular clubs. These include choir and board games, as well as various sporting activities. The personal, social, health and economic curriculum teaches pupils about healthy lifestyles and positive relationships.
The trust's 'Agora Pledge' promises all pupils several rich experiences before they leave the school. These include learning a musical instrument or helping others through volunteering.
Trust leaders, trustees and the governing board have a strong working knowledge of the school.
They visit regularly. They check in with staff and pupils to extend their understanding of the school's priorities. Staff appreciate the training and networking opportunities offered by the trust.
They feel valued and are proud to work 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)
• Curriculum leaders do not routinely use assessment information in the foundation subjects to inform improvements to the curriculum.
As a result, the curriculum in these subjects may not be as effective as it could be. The school should ensure that curriculum leaders use the new assessment system in all subjects to inform any changes needed, so that pupils learn as well as the school would like them to. This system should not be overburdensome for staff.
