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This is an outstanding school Leaders and governors have established a culture where pupils and teachers have high aspirations and aim to fulfil the school motto, to be the best that they can be. Governors are highly knowledgeable and have the skills needed to provide the right balance of challenge and support to leaders. They have ensured that a change in headteacher has not resulted in any deviation from their vision for the school to support all aspects of pupils' development.
Teachers have excellent subject knowledge and plan well-considered sequences of learning. Consequently, teaching supports all pupils to make strong and sustained progress in a range of subject...s, including English and mathematics. Teachers use assessment information, and their knowledge of pupils, to match activities precisely to pupils' needs.
This supports all pupils, including pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils, to make strong and often very strong progress from their starting points. Pupils achieve very high standards in reading, writing and mathematics at the end of key stage 1 and key stage 2. Attainment is consistently above the national average.
Pupils' very strong relationships with one another, and with adults, support their learning very well. Pupils are confident and able to work well by themselves and with others. Pupils enjoy school and rarely miss a day.
Pupils' behaviour in lessons and at other times is exemplary. They are rightly proud of their school and their achievements. The excellent curriculum stimulates pupils and builds upon their highly positive attitudes.
It is supplemented by a wide range of extra-curricular activities and contributes strongly to pupils' academic and personal development. The early years provision gives children an excellent start to their education. Children quickly settle and gain confidence.
They achieve very well and are extremely well-prepared for key stage 1. The proportions of pupils attaining greater depth in writing and the higher standard in mathematics by the end of key stage 2 have increased. Leaders recognise that to improve achievement further, even more pupils need to reach these standards.
Additional funding is used very well. However, governors have not ensured that published information about the use of pupil premium funding adequately communicates its impact.
