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Pupils thrive at this happy and busy school. They love learning and are eager to participate in lessons. They are extremely proud of their school and work hard to meet its high expectations.
As a result, most work is of a high standard. Pupils achieve well in many subjects and excel in reading and mathematics. They leave the school well prepared for secondary education and beyond.
Pupils behave exceptionally in lessons and around school. They have positive attitudes to learning and high aspirations for the future. They know that concentration and perseverance play an important part in their education.
Pupils are cooperative and supportive when working in pair...s or groups. They enjoy school, feel safe and attend regularly.
Pupils relish the opportunities provided to develop their character and leadership skills.
They make a positive contribution to school life in their various roles. This includes, for example, mental health champions, house captains, or running lunchtime clubs for other pupils.
The school is highly inclusive, with dedicated and skilled staff.
It is committed to ensuring that all pupils succeed and flourish. This includes those with complex needs in the specially resourced provision for pupils with special educational needs and/or disabilities (SEND).
What does the school do well and what does it need to do better?
The school is forensic and discerning in its analysis and evaluation of teaching and learning.
Leaders know precisely what is working well and where they need to make further tweaks. The school's curriculum is highly ambitious and well planned. Content builds progressively as pupils move through the school.
Teachers are clear about the knowledge pupils need to learn. They make links between subjects, where relevant, so that pupils can connect their learning. Tasks and activities are exciting and varied and spark pupils' interests.
Staff regularly check and revisit learning to ensure that pupils embed and recall their prior learning.
Highly effective training ensures that staff have the appropriate subject knowledge to deliver the curriculum and accurately assess pupils' needs. This includes identifying pupils with SEND.
The school uses additional resources effectively in order to support pupils in the specially resourced provision. These pupils benefit from a bespoke curriculum tailored to their individual needs and targets. Staff within the school also support pupils with SEND effectively and ensure that these pupils access the same curriculum as their peers.
On occasion, the tasks set are not consistently adapted well enough to meet the needs of some pupils who find learning challenging, especially those with SEND.
Reading is the bedrock of the school's curriculum. Pupils enjoy reading books from the diverse range of texts available.
The school identifies and supports pupils who find reading difficult. Well-trained staff, who are experts in teaching early reading, ensure that these pupils quickly become confident and fluent readers. Consequently, pupils learn to read with expression and accuracy and achieve highly.
The range of personal development opportunities is exceptional. The 'Boldmere Pledge' sets out extensive and exciting opportunities to create lasting memories for pupils. The school seamlessly intertwines events and activities throughout the curriculum.
Pupils are enthusiastic about the extensive range of clubs, trips and residential visits. These are deliberately designed to enhance the curriculum and extend pupils' social, emotional and physical development.
The curriculum to promote different faiths, cultures and diversity helps prepare pupils extremely well for life in modern Britain.
Pupils have a deep understanding of the importance of respect and equality. They know and demonstrate the school's values in their positive daily behaviour and responses.
The school has created a successful and purposeful relationship with parents and carers.
Parents respect and trust staff. Parent forums provide an important platform for consultation with parents and gathering valuable feedback.
The school benefits from highly effective leadership that provides expertise to support other schools in the local authority.
Governors fulfil their role exceptionally well. They provide robust challenge and appropriate support to leaders. Staff are overwhelmingly positive and proud to work at the school.
They hugely appreciate steps taken to improve their work-life balance and reduce their workload.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• On occasion, the curriculum is not implemented as well as intended for pupils who have barriers to learning, such as pupils with SEND.
At times, some staff do not adapt the tasks set sufficiently well to meet pupils' needs or ensure that pupils are working with enough precision in some subjects. As a result, a small number of pupils do not achieve as well as they could. The school should ensure that staff have the knowledge and expertise they need to adapt their teaching to meet the needs of pupils who find learning more challenging, including pupils with SEND.
