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They feel well looked after. Leaders are ambitious for all pupils to learn well across a range of subjects.
Staff have high expectations for pupils' behaviour.
They make sure that all pupils understand right from wrong. Staff deal with any disruptive behaviour straight away. Pupils know what bullying is.
They say it is rare at the school. They are confident they can talk to an adult, at any time, if they have any worries.
Leaders place an emphasis on supporting pupils' emotional well-being.
Pupils enjoy the opportunity to take part in assemblies and listen to visitors. This helps them learn to b...uild healthy relationships and to stay safe. Staff encourage pupils to be healthy, active and mentally fit.
Pupils appreciate the opportunities to improve the school as house captains.
Most parents and carers praise the school's work. They typically comment about the changes leaders have made to help children develop emotionally and academically.
What does the school do well and what does it need to do better?
Leaders give reading a high priority. Phonics teaching starts in the early years when children join nursery. They learn early sounds well and develop their language skills.
Pupils sound out and blend letters correctly. This helps them to secure the knowledge they need to read well. All staff benefit from the training they receive to teach phonics.
Staff use assessment systems well to spot pupils who fall behind. They make sure that pupils get specific classroom support, or extra help, to catch up. Pupils say that teachers make reading exciting.
Leaders have high expectations for what pupils can achieve. They continue to make improvements to the curriculum. This starts in the early years.
Leaders have thought through what pupils need to know and when they need to know it. They are creating a well-designed curriculum. Some subjects in the wider curriculum are at an earlier stage of development.
This means that, in these subjects, pupils do not learn as well as they could.
In mathematics, staff develop children's mathematical vocabulary well right from the start. Pupils talk about and use their knowledge of numbers.
As they move through the school, teachers present new learning clearly. The focus on number gives pupils a foundation for future learning. Pupils deepen their understanding and knowledge as they solve more complex problems.
Assessment systems are used well in both mathematics and reading. However, in some subjects in the curriculum, leaders do not know how well pupils learn over time. In these subjects, pupils have gaps in their knowledge and understanding.
This hinders the progress they make.Leaders identify pupils with special educational needs and/or disabilities (SEND) early and with precision. They are ambitious about what pupils with SEND can achieve.
Pupils' needs are carefully considered by leaders. This is particularly the case for pupils with emotional and social needs. Individual support is in place for the few pupils who need more help to regulate their behaviour.
Staff check pupils' support plans to ensure that the right provision is in place. Staff adapt learning well to meet the needs of pupils with SEND. Pupils with SEND make good progress through the curriculum.
Pupils are guided by the school motto, 'Butleigh Brilliance', and the values of 'be kind,' 'be respectful,' 'be safe' and 'be ready'. Pupils understand the importance of treating others well. This starts in the early years.
Relationships between children and staff are caring and supportive. Children listen carefully to adults and take turns. They follow routines well.
Pupils display positive conduct and behaviour.
Leaders develop a range of opportunities for pupils' personal development. Pupils learn about different cultures, faiths and identities.
They understand the qualities of a good friend. Pupils understand what it is to be different. Staff encourage pupils to be responsible and respectful young citizens.
Staff and leaders work well together. Staff appreciate how leaders take their well-being and workload into account. Governors have a realistic, clear vision for the school's future.
They all share the school leaders' high ambitions. Governors are developing their understanding of what the school does well and what it needs to do next. Staff are proud to work at the school.
Safeguarding
The arrangements for safeguarding are effective.
Leaders insist that safeguarding is a high priority in school. All staff share this aspiration.
Staff receive regular training. They know the signs to look for that may indicate a child is at risk of harm. Leaders keep detailed records and use these to communicate with external agencies in a swift manner.
Governors regularly check the safeguarding policy. Leaders carry out detailed checks to ensure that staff are suitable to work with pupils.
Pupils are well informed through the curriculum about online safety and ways to stay safe.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Some subjects in the wider curriculum are at an early stage of development. As a result, pupils do not gain the depth of understanding in these subjects as well as they could. Leaders need to ensure that the curriculum for all subjects is sufficiently detailed so that pupils know and remember more in these subjects.
• In some subjects, leaders do not use assessment well. This means some pupils have gaps in their learning. Leaders should make better use of assessment to check pupils' knowledge and understanding in these subjects.
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