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They meet the school's high expectations for their academic and personal development. There is a palpable sense of aspiration in the school. Pupils achieve exceptionally well.
Pupils have a thirst to learn. They participate in a wealth of enrichment opportunities and clubs, such as boccia and football. Pupils develop their talents and interests at a local, regional and national level.
Through this, they develop resilience and confidence.
Pupils are immensely proud of their school. They attend regularly and are punctual.
Pupils' behaviour is exemplary. They are polite and well mannered. Pupils de...monstrate high levels of care and consideration for each other.
They are respectful to staff and visitors. Pupils socialise happily. Bullying is very rare, and staff resolve any issues swiftly.
Pupils take on a range of leadership roles. For example, 'playground leaders' support younger children to play games in the playground. Pupils develop a sense of responsibility and compassion.
They regularly participate in local community events. These support them to become active citizens in their community.
What does the school do well and what does it need to do better?
Children get off to an excellent start to their education in the Reception Year.
They transition smoothly into school from a variety of settings. Staff get to know children as individuals. They use this knowledge to tailor learning.
Staff build rapidly on what children know. Children develop excellent learning behaviours, high levels of concentration and resilience. Staff support children to develop a rich vocabulary.
They make sure children pronounce words accurately and build in opportunities for them to practise new words. This is done through role play, storytelling and high-quality conversations.
The school prioritises reading.
It is threaded into every subject. Children learn to read as soon as they start school. Staff systematically check which sounds pupils know.
Pupils read books that match the sounds they know. Pupils' reading stamina increases as they progress through the school. Older pupils talk with knowledge and understanding about a wide range of text types.
Pupils, of all ages, delight in reading for pleasure. The 'Reading Submarine' and the well-stocked library are popular with all.
The school curriculum is highly ambitious.
It sets out the knowledge and skills pupils need to learn. Staff regularly check what pupils know. They use this information to rectify any gaps in pupils' knowledge.
This ensures that pupils develop a rich understanding in all subjects. Pupils use previous knowledge to help them solve complex problems. For example, older pupils use what they know about place value to help them to order fractions.
Staff have a deep knowledge of the curriculum. They benefit from high-quality training, based on educational research. Consequently, they teach the curriculum with proficiency.
The school has equally high expectations of pupils with special educational needs and/or disabilities (SEND). Staff know pupils' needs well and carefully consider the support they require. The school works with external agencies to provide this support.
Consequently, pupils with SEND make strong progress throughout the curriculum and participate fully in school life.
Pupils have an excellent understanding of the importance of tolerance and respect. The school promotes equality and values diversity.
It supports pupils to understand that everyone is 'unique in their own way'. The school works diligently to offer a wide range of activities to enrich pupils' personal development. The school's 'cultural passport' outlines activities for pupils to take part in.
Pupils visit art galleries and experience live music, for example. Opportunities such as these help to prepare pupils for life in modern Britain.
Pupils know how to keep themselves safe.
For example, pupils talk with understanding about water safety. They are knowledgeable about the risks of drug misuse. Pupils develop a sense of empathy and agency through charitable initiatives.
Governors provide highly effective support and challenge to school leaders. Staff and governors are dedicated to children, pupils and families in the community.
Safeguarding
The arrangements for safeguarding are effective.
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