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They show high levels of respect to their classmates. They enjoy their learning. Pupils behave well and rarely disrupt each other's learning.
They have positive relationships with their teachers and staff. They are safe and happy.
The school has high expectations for what pupils will learn.
Many pupils, including some with special educational needs and/or disabilities (SEND), achieve well across the curriculum.
Pupils are fond of their curriculum trips, such as those to the beach and to a farm. In the early years, these experiences help the children to practise using language to communicate in everyday situatio...ns.
Music is central to school life. It is used to support pupils' mental health and their literacy development. Pupils consistently benefit from rich opportunities to sing and to perform for an audience.
Pupils have access to several extra-curricular clubs, such as dance and sports clubs. Pupils, including the children in the early years, enjoy the new 'active play' initiative, which is a range of activities to promote their physical and social development.
Pupils have a range of opportunities to take on responsibilities around the school, such as librarians, and mathematics and Makaton ambassadors.
There is also a school council that contributes to decisions about some of the school's fundraising activities.
What does the school do well and what does it need to do better?
Recently, the school has made changes to its curriculum to ensure that it is broad, balanced and that subject content is structured in a logical manner. The school has also ensured that staff have the guidance that they need to deliver the curriculum well, which is often the case.
In turn, pupils build a firm body of knowledge in many subjects.
In a small number of subjects, including parts of the early years, the school's curriculum thinking is less precise. This is also the case for a small number of pupils with SEND.
In these curriculum areas, it is sometimes less clear what pupils need to know. Additionally, some learning activities are not designed as well as they could be. This sometimes hinders pupils in learning the most important knowledge.
In these parts of the curriculum, and for some pupils with SEND, their knowledge is not as strong as it is elsewhere.
The school carries out routine checks on what pupils know and remember. In some subjects, the information from these checks is used particularly well to provide pupils with extra help to close their gaps in learning.
Pupils with SEND are identified early. In some cases, the school caters for these pupils' needs well. However, the school does not adapt the delivery of the curriculum consistently well for some other pupils with SEND, including pupils with complex SEND who access most of their learning outside of the mainstream classes.
As a result, some of these pupils do not achieve as well as they could.
The school promotes a love of reading. Pupils read regularly and enjoy their story time sessions in class.
The school prioritises early reading. It delivers its chosen phonics programme well. Pupils read books that are suited to the sounds that they know.
Most pupils meet the standard of the phonics screening check in Year 1. They quickly become confident, fluent readers. Those who are behind the expectations of the phonics programme receive a range of effective support to help them catch up.
The school supports pupils' personal development well. Pupils are taught how to keep themselves safe, including when online. They know how to look after their physical health.
They learn about the diverse world around them. Through many subjects, pupils learn about different cultures and people from different backgrounds. Their learning is enhanced through curriculum trips and visiting speakers.
Pupils learn about fundamental British values at an age-appropriate level. They are prepared well for life in modern Britain, as well as for their next stage in their education.
Children settle into the Reception Year well.
They engage keenly with their learning and pick up classroom routines and expectations quickly. Older pupils conduct themselves sensibly throughout the school day. They are attentive in lessons.
They are calm and courteous when moving around the building. Pupils' attendance is high. Few pupils are persistently absent.
The school takes appropriate actions to ensure that pupils attend school regularly.
Governors fulfil their statutory duties sufficiently well. However, the school, including governors, does not consistently evaluate the quality and impact of the curriculum as effectively as it could.
This sometimes means that the school does not promptly address some issues with curriculum implementation. It also limits how robustly governors can challenge and support the school to improve the quality of education. Leaders are considerate of staff workload.
For example, they often provide dedicated time for staff to carry out additional duties and to undertake training.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Some aspects of the school's curriculum thinking, including some of the learning activities that it designs, need further refinement.
This includes the curriculum through which some pupils with complex SEND learn. At times, pupils do not securely learn some curriculum content. The school should ensure that the curriculum is designed and delivered consistently well, through activities that help pupils to gain the intended knowledge.
• The school does not adapt learning and support consistently well for pupils with additional needs. At times, this means that some pupils, including those with complex SEND, do not access their learning as well as they could. The school should ensure that staff have the knowledge and expertise to cater for pupils' different needs.
• The school, including governors, does not have a deep insight into how well the curriculum is implemented in all areas. This sometimes means that the school is not quick to respond to some issues with curriculum delivery that impact how well pupils achieve. The school should improve how it oversees the delivery and impact of curriculums, so that it can promptly address issues preventing pupils from learning all that they could.
