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Pupils are proud members of this happy and caring school. They enjoy strong relationships with staff and with each other.
Pupils value the opportunities that they have to take on positions of responsibility. For example, older pupils take their buddy roles seriously and enjoy helping younger pupils in the Reception class.
Across the school, there are high expectations for pupils' achievement.
The curriculum meets the needs and interests of pupils, including those with special educational needs and/or disabilities (SEND). Pupils enjoy their learning and typically achieve well.
The school enriches the curriculum with a range of trips, clubs and experie...nces.
Pupils enjoy tending to the school's vegetable patch. They spoke with enthusiasm about singing in the choir, being part of the school's rock band and attending the photography club. Pupils are given opportunities to develop their talents by taking part in sporting activities and learning to play musical instruments.
Pupils typically live up to the school's high expectations for their behaviour. They are courteous and considerate towards each other, staff and visitors. They are supported to be resilient when they find things difficult in their learning.
What does the school do well and what does it need to do better?
Pupils, including those who attend the specially resourced provision for pupils with SEND (specially resourced provision), benefit from accessing a broad and ambitious curriculum. The essential knowledge that pupils should learn from the Nursery class to Year 6 is identified clearly.
The school ensures that, in most subject curriculums, staff have the knowledge, skills and guidance that they need to be able to deliver the curriculum consistently well.
New learning is broken down into well-ordered steps and explained clearly to pupils. However, in some subjects, the work that pupils are given does not match well enough with the aims of the curriculum. This means that, at times, the delivery of the curriculum in some subjects does not ensure that pupils learn as well as they should.
The school checks that pupils know, and remember, key knowledge over time. Typically, staff use assessment information well to shape future learning. Overall, pupils achieve well and are ready for the next stage of their education by the end of Year 6.
The school has ensured that staff have the knowledge and expertise to accurately identify and meet the additional needs of pupils with SEND. This includes those who attend the specially resourced provision. Staff make effective adaptations to lessons.
This helps pupils to learn the same curriculum as their peers. Pupils with SEND achieve well.Since the last inspection, the school has prioritised the development of the early reading curriculum.
Children in the Nursery class enjoy activities that help them to begin to learn about letters and sounds. This prepares them well to learn phonics from the beginning of the Reception class. Staff receive effective training and coaching to enable them to deliver the phonics programme consistently.
The school provides effective support to pupils who struggle with reading, to enable them to progress well. This includes pupils who attend the specially resourced provision. In 2023, the published key stage 1 writing outcomes were low.
However, this cohort of pupils did not access the school's revised phonics programme, which is helping current key stage 1 pupils to develop their writing skills well.
Pupils behave well. They demonstrate positive attitudes to learning and are keen to participate in lessons.
Pupils move around the school calmly and are polite to each other. For example, they hold doors open for each other. The school actively promotes the importance of high attendance and being punctual.
It provides effective support and challenge to families to bring about improvements to pupils' attendance when required.
The school provides a breadth of experiences to support pupils' wider development. Pupils said that they enjoy attending a range of after-school clubs, through which they can develop their skills and interests.
They have opportunities to demonstrate their talents by performing in front of the school. The school supports pupils to become positive citizens. For instance, pupils grow their own vegetables and sing at the local care home.
Governors know the school well. They check the impact of the school's work against key areas that have been identified for development. Staff value the opportunities that they have to expand their knowledge and expertise.
They appreciate the support that the school offers them in relation to their well-being. For example, the school considers the impact on workload when making decisions about policies and procedures.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some subjects, the school has not ensured that the curriculum is delivered consistently well. As a result, some activity choices do not help pupils to develop and deepen their knowledge and skills over time. The school should ensure that the intended curriculum is implemented consistently, to enable pupils to securely learn the intended curriculum.
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