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Pupils, including children in the early years, are proud to belong to this warm and welcoming school. They have trusting relationships with staff and know that staff will help them if they have any worries.
Pupils behave well in lessons and play happily together at social times. They enjoy supporting each other through their roles as 'well-being warriors' and play leaders. Pupils relish the opportunities that they have to read stories to younger children and to help them at mealtimes.
They endeavour to live up to the school's vision for them to 'be calm, work hard and be kind'.
The school wants the very best for all pupils, including those with special educat...ional needs and/or disabilities (SEND). In recent years, the school has developed and refined its curriculum.
Pupils achieve well across a range of subjects.
The school provides pupils with many opportunities to contribute to and become positive members of their community. Pupils play an active role in the development of the school's sensory and wildlife garden.
They help to plant saplings with the aim of creating a micro forest. Pupils enjoy attending the school's increasing range of extra-curricular activities, including sports, cookery and science clubs.
What does the school do well and what does it need to do better?
Pupils access a broad curriculum which supports them to achieve well across all subjects.
The school has considered the different needs of pupils within the mixed-age classes. This ensures that new learning consistently builds on what pupils have learned before.
In the main, the curriculum is delivered well by staff.
They explain new learning clearly and use resources to support pupils' understanding. However, at times, the activities that pupils complete do not support them effectively to apply their new knowledge. This means that, for some pupils, their learning does not build securely and they struggle to remember key knowledge in the longer term.
The school uses a range of strategies to check on how well pupils are learning. However, in a small number of subjects, systems to check for understanding are still being refined. In these subjects, current checks on pupils' learning are not as precise as they could be in identifying small gaps or misconceptions.
This hinders the school from being able to accurately check that pupils have a secure foundation on which to build subsequent learning.
The school ensures that the needs of pupils with SEND are identified swiftly and met consistently from the moment that pupils join the school. The school liaises with parents and carers and acts on the advice of external specialists.
This ensures that pupils with SEND receive tailored support that enables them to access the curriculum and to achieve well.
The school's vision for pupils to develop a love of reading is lived out through all aspects of its work. Pupils have access to a rich collection of books in their classrooms and in the 'reading shed' outside.
Pupils spoke about discovering new authors and finding books linked to their learning during their many visits to the library. The school's phonics programme supports pupils well to learn the knowledge and skills that they need to be able to read. The school ensures that any pupils who find reading difficult receive effective support to keep up with the phonics programme.
As a result, pupils, including those with SEND, quickly become fluent readers.
The school has high expectations for pupils' attendance. It takes effective action when a pupil's attendance becomes a concern.
As a result, most pupils attend well. Pupils enjoy their lessons and are eager to share their ideas. They take pride in their work.
Children in the early years are keen to learn. For example, they enjoyed observing what would happen as they mixed different herbs in water. Pupils have positive attitudes to learning.
The school supports pupils' wider development well. Pupils regularly take part in sports including football and cross country. They spoke with pride about their achievements in recent sports competitions.
Pupils enjoy participating in drama and music performances in local theatres. The school ensures that pupils learn about the importance of equality, respect and tolerance. Pupils are clear that everyone is welcome at their school.
The school makes links with other schools to broaden pupils' understanding of diversity.
Governors meet their statutory obligations. They provide effective challenge and support to the school.
The school provides staff with training to ensure that they have the knowledge and expertise to carry out their roles well. Staff's workload and well-being are considered when making changes to the curriculum.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• At times, activity choices in lessons do not support pupils to deepen their understanding of the knowledge that they are learning. This means that some pupils do not build their knowledge securely and struggle to remember the curriculum in the long term. The school should ensure that activities enable pupils to develop a secure body of knowledge over time.
• In a small number of subjects, the school's assessment systems are not as effective as they could be in accurately identifying gaps in pupils' knowledge. This makes it difficult for the school to check that pupils' learning is building securely. The school should ensure that assessment strategies enable staff to have an accurate picture of how well pupils have learned the intended curriculum, so that gaps in knowledge can be promptly identified and addressed.
