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Pupils say that they are happy in school and that it is easy to make friends. As one pupil said, 'It's so easy to make friends here that I'm friends with the whole school.' This view was endorsed by all of the pupils spoken to.
The school has high expectations for all pupils. Leaders at all levels work tirelessly to make improvements to the curriculum to ensure it is fit for purpose and that it prepares pupils well for their next steps.
A new behaviour management and house system were recently implemented.
Both are supporting improved behaviour across the school. Pupils are noticing the difference. They say how much better pupils' behaviour is now.
S...chool rules are well understood. Rewards and consequences are used with much greater consistency. Pupils relish earning points for their respective house teams.
They talk excitedly about which house is leading the points tally. Pupils are keen to work hard and earn more points.
Pupils learn how to keep themselves safe.
They say that bullying does not happen here and know what actions they should take if it were it to happen.
What does the school do well and what does it need to do better?
The school has secured improved classroom practice and strengthened the school's curriculums. This is against a backdrop of considerable staffing changes in the last academic year.
This is a phenomenal achievement.
The school prioritises reading. Children in the early years get off to a great start in their reading.
Precision teaching enables children to secure their phonics knowledge well.
Pupils continue to improve their reading as they move through school and make good progress. Outcomes in the phonics screening check are above the national average.
All pupils practise their reading with books that are well matched to their ability. This is increasing pupils' enjoyment of books and their confidence to read.
A range of high-quality texts underpins the school's wider reading approaches.
Books are carefully chosen to expose pupils to a range of styles. They also promote aspects of pupils' personal development. Pupils enjoy these books and can recall characters and plot with ease.
However, opportunities for pupils to explain their thinking and to deepen their understanding are less secure. Although planned for, opportunities for more demanding activities are often at the end of lessons and not completed.
The curriculum in mathematics is ambitious for all pupils.
It is well structured to ensure pupils build their knowledge step by step. A range of resources is available to use in all classrooms. They are used well to support pupils' mathematical development.
Pupils' outcomes in the 2023 multiplication tables check fell short of the school's expectations. To better this, a greater emphasis has been placed on developing pupils' mathematical fluency. While understandable, it has led to less time for pupils to develop their mathematical reasoning and problem-solving skills.
This limits opportunities for pupils to deepen their mathematical understanding and to apply their skills.
The school adapts commercial schemes for the teaching of foundation subjects. This is in keeping with the trust's approach.
Essential knowledge is mapped out carefully from the early years through to Year 4. At each stage, curriculums set out the essential knowledge and key vocabulary pupils must learn. Teachers deliver the curriculum with confidence and consistency.
There is a clear structure for each lesson. Typically, the start of each lesson is used to remind pupils of their previous learning. Pupils then build upon this to access new learning.
For example, in art, pupils learn how to use primary colours to create secondary colours. Using the same techniques, pupils then build on this to create a range of tertiary colours.
Teachers check pupils' understanding in lessons.
They adjust their teaching to tackle any gaps in pupils' learning and to make curriculum adjustments. In subjects such as mathematics and reading, this happens consistently. This is not the case in foundation subjects, where there is greater variability.
More time is needed for the school to refine its checking systems in all subjects.
The school places equal importance on pupils' wider personal development. Pupils have an age-appropriate understanding about healthy relationships.
They enjoy the extra-curricular opportunities available to them. The school has already accessed additional curriculum materials to strengthen its offer even further, so that pupils can gain a deeper understanding of topics, such as diversity and equality.
The school has overhauled its approaches for supporting pupils with special educational needs and/or disabilities (SEND).
Changes have led to significant improvement in policy and practice. Staff have embraced extensive training opportunities. The advice and support from a range of agencies is sought on time.
Pupils with SEND now get the right support when they need it.
Governors know the school well. They use their extensive knowledge and skills to offer appropriate support and challenge to the school.
Staff feel well supported and listened to. Governors do all they can to support staff's workload and well-being.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Opportunities for pupils to use and apply their knowledge for more demanding activities are inconsistent. This means that pupils do not deepen their understanding or extend their thinking as well as they might. The school needs to strengthen this aspect of its curriculums so that more pupils can achieve more highly and deepen their understanding of the subjects they study.
• In foundation subjects, there is variability in the approaches to capturing and using assessment information. As a result, the curriculum in these subjects is sometimes not fully effective. The school should secure a consistent approach to assessment for foundation subjects, so that pupils learn as well as they can and as the school would want.
