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They talk positively about recent changes at the school. The 'pupil voice group' ensures that pupils feel involved in school improvement.
The school has high expectations of pupils' behaviour.
As a result, pupils are respectful to adults and each other. Pupils know the school rules, 'be kind, be safe and show respect'. This means they conduct themselves well around school.
Incidents of bullying are rare. When they do occur, the school deals with them effectively.
The school teaches pupils to be well-rounded citizens.
Pupils celebrate the diversity of their local community. They learn about festivals... that reflect their different cultures and religions. Pupils who make up the eco-committee inform their peers about how to save energy to make a greener planet.
The school is inclusive. Pupils are treated equally. They learn to form healthy relationships.
Pupils understand the importance of staying physically and mentally healthy. They learn to stay safe online. Pupils feel safe in school.
They proudly talk of the five safe adults they can speak to if they have any concerns.
What does the school do well and what does it need to do better?
The school has made significant and positive changes to the curriculum. As a result, the curriculum is rich in content and ambitious for all pupils.
The curriculum prioritises reading. Carefully selected books cover a wide range of stories and topics. This has led to a culture where pupils love reading.
From an early age, pupils learn the phonics needed to read fluently. Books are well matched to pupils' abilities. When needed, teachers provide effective support for those pupils who fall behind.
The sharp focus on reading continues into key stage 2. Teaching develops pupils' communication and language. As a result, pupils learn to use a broad range of vocabulary when speaking to adults.
Pupils show respect for one another's views and differences, even when they disagree.
The school has designed a mathematics curriculum that builds learning over time. Pupils mostly learn the intended curriculum.
However, at times, the way the curriculum is taught does not always match the ambition of the school. This leads to some pupils becoming confused about what they are learning. As a result, some pupils do not build knowledge and skills well.
The wider curriculum is ambitious. The school has set out the key knowledge it wants pupils to learn. This includes new and ambitious vocabulary, which is regularly introduced to pupils.
Pupils are excited about the subjects they learn. They are enthusiastic about different topics. For example, in geography, pupils in key stage 2 are keen to explain the process of volcanic eruptions.
They also discuss different cultures and religions.
In some subjects, the school does not have clear systems to assess what pupils remember. As a result, teachers are not aware of the gaps in pupils' knowledge.
Teaching does not adapt the curriculum to ensure pupils are secure in what they learn. This means pupils are not always able to recall knowledge in depth.
Children in the early years make a strong start.
They concentrate well and enjoy their learning. Adults build positive and caring relationships with children and their families. As a result, children feel safe.
Adults support children to manage their feelings and behaviour. As soon as children begin nursery, they learn routines that help them to build independence. Activities are well planned to develop children's listening and speaking skills.
Pupils with special educational needs and/or disabilities (SEND) are well supported. The school identifies pupils' needs early. Teaching is carefully adapted to meet the needs of pupils with SEND.
Extra adult support is used appropriately. As a result, pupils with SEND learn the curriculum alongside their peers.
Trustees and the academy council hold the school to account.
They gather information from different sources, which allows them to challenge the school. Staff appreciate the trust's consideration of their well-being. Staff value the training and time allocated to their development as teachers and subject leaders.
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 implementation of the curriculum is not as intended. In these areas, teachers do not assess pupils' learning.
This means some pupils do not build their knowledge well. The school does not evaluate the curriculum with enough precision. The trust should ensure assessment is used effectively to check the curriculum is embedded securely and consistently so that pupils develop a deeper understanding over time.
