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They are polite and greet visitors in a friendly way.They understand the school values of respect, grow, believe and achieve. The values help pupils to behave well.
Leaders have high expectations for pupils' behaviour and learning.
Pupils feel safe at school. Bullying happens very rarely.
When it does, it is taken seriously and dealt with quickly. Anti-bullying is promoted through the 'STOP' campaign. Pupils are taught about values such as respect.
Staff notice when pupils display these qualities and reward them for doing so. Pupils are given opportunities to develop responsibility, such as by becoming a member... of the school council or a reading buddy.
Leaders promote mental health and well-being for pupils.
The well-being champions support their peers in school. Pupils enjoyed the 'Hello Yellow' mental health day. Pupils develop economic awareness through the enterprise project 'Make £5 Blossom'.
Pupils learn about fundamental British values. They can explain democracy and understand tolerance.
Parents and carers are positive about the school.
They feel that their children are safe, happy and making good progress. They are informed about the progress that their children are making. Staff are approachable and respond well to concerns.
What does the school do well and what does it need to do better?
The curriculum is planned from early years through to the end of Year 6 for all subjects. Leaders ensure that learning is sequenced so that pupils build knowledge over time. For example, science is planned so that content knowledge and scientific enquiry skills are taught alongside each other.
In other subjects, such as history, curriculum thinking is not as far along. As a result, pupils complete and remember activities but do not always learn and remember the intended knowledge.
Leaders are ambitious for what pupils with special educational needs and/or disabilities (SEND) can achieve.
Staff quickly identify pupils' individual needs. Changes are made to the way in which the curriculum is delivered to ensure that pupils with SEND are successful. Leaders have the same high expectations for all pupils.
Leaders are keen to develop pupils' love of reading. The introduction of the phonics programme has ensured that phonics is taught consistently. Highly trained staff implement the programme well.
Pupils who are falling behind are given the support necessary to catch up. For these pupils, the support that they receive for writing does not match the support that they receive in phonics. Writing tasks are matched to the topic rather than to teaching the basic skills of spelling, punctuation, grammar and handwriting that these pupils need to be able to write independently.
Leaders have ensured that the curriculum in early years prepares children well for Year 1. There is a strong focus on developing children's communication and language skills. Stories are used well to develop children's vocabulary.
Adults develop children's language by modelling sentences and asking questions. Well-developed routines support children's personal and social development. Adults encourage independence by supporting children to tidy up after themselves.
Children behave well and stay focused on their tasks. They get along well with others. Staff relationships with children are very positive.
The behaviour policy is clear and well understood by both staff and pupils. This contributes to the positive behaviour seen around school and in lessons. Pupils participate well in lessons.
Teachers have high expectations of them. Pupils and staff understand the behaviour system of 'good to be green' and 'great to be gold'. This language is heard around school.
Pupils appreciate the rewards that they can earn for behaving and learning well. Staff feel well supported by leaders when managing behaviour.
The curriculum for personal, social, health and economic education (PSHE) is well planned and sequenced.
Leaders are committed to ensuring that pupils are independent and resilient. They make sure that the curriculum is adapted in response to local and national issues. Pupils learn about different world faiths and cultures.
They respect people who have different beliefs or opinions to their own. Pupils enjoy a wide range of extra-curricular clubs, such as football, rugby and drama. Pupils learn a range of instruments, such as the cello, trumpet and violin.
Leaders ensure that clubs and activities are accessible for pupils with SEND and disadvantaged pupils.
Leaders of the multi-academy trust have supported the school's leaders to make significant improvements since the school converted to an academy. Governors and trustees are clear about the school's strengths and are confident that leaders have the capacity to continue to move the school forward.
Staff welcome the support they get from the trust and school leaders, including training opportunities and well-being support. Leaders ensure that parents are aware of the importance of pupils attending school regularly. This has led to significant improvements to pupils' attendance.
Safeguarding
The arrangements for safeguarding are effective.
Leaders have created a strong safeguarding culture. Governors have a very clear understanding of safeguarding.
They check on the culture of safeguarding regularly. Leaders have established systems and processes which ensure that the safeguarding of all pupils is of the highest priority. Staff and leaders are fully aware of the challenges faced by pupils and the local risks in the community.
Pupils are taught through the curriculum about risks. Pupils have a secure understanding of online safety. Records for safeguarding are detailed and updated as necessary.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some subjects, such as history, the revised curriculum is not fully embedded. This means that pupils do always remember the knowledge they have been taught. Leaders need to ensure that teachers are planning activities that enable pupils to deepen their understanding of the knowledge they have identified as being important.
• Teachers do not give enough attention to the technical aspects of the writing of some pupils, including spelling, punctuation, grammar and handwriting. As a result, these pupils are not able to write with accuracy. Leaders should ensure that the curriculum for writing gives sufficient attention to building pupils' fluency of the basic skills so that they are able to write independently.
