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This small school is like a big family. Pupils are extremely happy. When they join the school, pupils quickly make new friends.
Staff look out for pupils. They make sure pupils are safe and keep physically and mentally healthy. Pupils know they can share concerns with an adult.
Cleo, the school dog, is always around for a cuddle.
Pupils are ready to learn and are inquisitive. They bring tremendous enthusiasm to everything they do.
They love reading and finding out about the world around them. When faced with a problem, they are resilient and do not give up. Most pupils behave consistently well and learn much because of their teachers' high expectatio...ns.
When some pupils' behaviour is less positive, teachers deal with it appropriately.
For such a small school, pupils enjoy a dazzling range of clubs and extra-curricular activities. These experiences help them hone new skills and enhance curriculum knowledge.
They play sports and compete against other schools. Pupils visit farms and the zoo and look after chickens. These opportunities help pupils build an understanding of animal welfare and the environment.
They develop balance and coordination at Piper's Vale gymnastics centre. Pupils build confidence and sing at Snape Maltings concert hall.
What does the school do well and what does it need to do better?
The school has constructed an ambitious and inclusive curriculum.
A significant proportion of pupils have special educational needs and/or disabilities (SEND). Teachers have strong subject knowledge and support all pupils to learn the curriculum because of the training they receive. Teachers adopt a consistent approach to implementing the curriculum.
They introduce new knowledge clearly. Teachers ensure pupils revisit what they have learned before. This helps pupils remember knowledge well.
In mathematics, for example, pupils can multiply with ease.
The knowledge pupils learn builds on prior learning. This ensures pupils grasp more complex ideas.
Pupils, therefore, can explain their working out and solve problems in mathematics. In science, they use accurate subject-specific language to explain food chains, the ecosystem and life cycles. At their best, teachers meticulously identify gaps in knowledge and misconceptions.
Pupils receive precise support to help them improve.
Learning to read is a priority. Younger pupils, including those with SEND, learn to read well.
They apply their phonics knowledge to read unfamiliar language. They read with fluency because they practise often. Older pupils read with expression.
They retell stories in their own words. The books pupils read help them to build a rich vocabulary and understand grammar. They use this knowledge to craft imaginative stories based on significant historical and cultural events.
The school checks regularly how well pupils read. Those who fall behind receive immediate help and swiftly catch up. However, some teachers do not rigorously identify spelling, punctuation and grammatical errors in the work of some younger pupils.
As a result, some pupils sometimes continue to make the same mistakes.
A highly inclusive ethos resonates throughout the school. Pupils are kind, compassionate and value other world religions and cultures.
They understand how to nurture healthy relationships based on respect. Pupils with SEND flourish and participate equally in the wider life of the school. The school provides staff with precise guidance on how to adapt the curriculum for pupils with SEND.
As a result, pupils with SEND achieve well.
Some pupils with SEND can demonstrate more challenging behaviours. The school provides these pupils with the support they need.
They are equipped with the language to express how they feel. As a result, pupils know how to modify their behaviours without prompting. At times, some pupils with SEND do not attend as well as they could.
The school takes appropriate action when this occurs.
Parents and carers overwhelmingly praise every area of school provision. They acknowledge how the school has improved.
This is because leaders have a highly ambitious vision for pupils' lives. The trust, governors and leaders work well together to fulfil this vision. Teachers are happy because they receive support to be at their best.
Leaders know precisely how the school needs to improve. They have the skills and knowledge to make this happen.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Some teachers do not rigorously identify spelling, grammatical and punctuation errors in a minority of younger pupils' work, and these pupils do not receive the precise help they need to improve. As a result, these pupils continue to make the same errors. The school must support teachers to ensure they identify mistakes in pupils' writing and provide pupils with the help they need so that they learn better.
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2024 Primary and GCSE results now available.
Full primary (KS2) and provisional GCSE (KS4) results are now available.
