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Pupils are proud to belong to this welcoming school community.
Pupils reported that they get on well together. Pupils trust adults to keep them safe from any harm. If bullying does occur, it is dealt with effectively by staff.
Pupils benefit from a curriculum which aims to prepare them for the future world. Leaders have high expectations for pupils' academic achievement. Pupils, including those with special educational needs and/or disabilities (SEND), achieve well.
Children in the early years settle quickly and get off to a flying start. They are very well prepared for key stage 1.
Across the school, most pupils demonstrate resilience and independen...ce in their learning.
They respond well to teachers' high expectations. There are times when a small number of pupils misbehave and get distracted from their learning. However, teachers deal with these occasions straight away and pupils quickly get back on track.
Pupils, including disadvantaged pupils, benefit from an extensive programme of high-quality opportunities that enhance their learning. They enjoy being able to take part in a wealth of leadership roles. These roles include being house captains and elected members of the pupils' parliament.
What does the school do well and what does it need to do better?
Leaders place a very strong emphasis on fostering pupils' personal development.Pupils relish the range of roles that are available to them. For example, they can volunteer to be elected as a member of the pupil-led department for sport or ministry of justice.
Pupils spoke excitedly about their work to promote healthy lifestyles. They are just as committed to safeguarding the rights and responsibilities of all pupils within the school community.
Pupils' exceptional desire to make a difference to others is reflected in their passion and desire to make a change for the better, whatever their age.
Pupils are inspired and motivated to be aspirational for their future lives. They develop confidence in their own abilities. These attributes prepare them exceptionally well for life in modern Britain.
Leaders have created a well-designed curriculum which sets out the important knowledge that children in the early years and pupils in key stages 1 and 2 will learn. The curriculum gives pupils the knowledge, skills and understanding to be confident learners in a wide range of subjects. Pupils achieve well.
Teachers are well equipped to design learning that supports pupils to learn the curriculum. Teachers, including those in the early years, explain new ideas clearly. They provide pupils with regular opportunities to revisit and recap important learning.
In most subjects, teachers address pupils' misconceptions quickly and use assessment systems effectively to check that pupils' learning is secure.
In a few subjects, some pupils do not remember what they have been taught. This is because, at times, teachers do not ensure that pupils have learned the most important concepts and knowledge they need before they move on to new ideas.
This hinders pupils' learning. Leaders are in the process of sharpening the way teachers check prior learning in these subjects. These changes are at an early stage.
As a result, leaders have not had chance to find out what difference these improvements are making.
Staff identify the additional needs of pupils with SEND appropriately. These pupils receive the support that they need to access the same ambitious curriculum as their classmates.
Children get off to an excellent start from the moment that they begin in the Nursery class. Staff use stories to spark children's curiosity. Children enjoy songs and rhymes.
They are keen to talk about their ideas and learning. Staff across the early years are very skilled in developing children's vocabulary. They know exactly what needs to be taught and when this should happen.
As a result, children gain a secure foundation for their future learning. They become confident and inquisitive learners. Children in the early years are exceptionally well prepared for key stage 1.
A love of books and reading is an important feature of school life. Inviting book displays linked to 'curriculum bookshelves' are a prominent feature throughout the school. Pupils who represent the school's own department for education enthusiastically champion reading across the school.
They organise the school library and create welcoming book areas in each classroom.
Leaders have recently reviewed the early reading curriculum. Staff are well trained to deliver the phonics programme effectively.
This helps most pupils become confident readers by the time they leave key stage 1. However, on occasion, some pupils do not read books that are closely matched to their phonic knowledge. As a result, some pupils, especially those who struggle with reading, cannot apply what they know about phonics confidently.
This slows their reading fluency.
Most pupils have very positive attitudes toward learning. They usually learn without interruption.
Children in the early years play happily alongside their friends. They delight in learning about the world around them.
Staff feel well supported by leaders with regard to their workload and well-being.
Trustees and governors know the school well. They offer appropriate support and challenge to school leaders.
Safeguarding
The arrangements for safeguarding are effective.
Leaders, staff and governors are knowledgeable about keeping pupils safe. They are well trained. The procedures in place to identify and report concerns are clearly understood by staff.
Staff know pupils well. When staff identify potential safeguarding concerns, leaders provide timely and effective support.
Pupils learn how to keep themselves safe, including potential risks that they may face and how to manage them.
For example, pupils confidently described how to stay safe when they are using the internet. They learn about being safe when riding a bike and what to do if they have a worry or concern.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• A small number of pupils who have difficulties with reading read books that are not closely matched to the sounds that they know.
This stops them from applying their knowledge of phonics successfully. This hinders their fluency. Leaders should ensure that teachers make sure that pupils read books that enable them to practise their phonic knowledge.
• In a few subjects, teachers do not always ensure that pupils have learned the most important concepts and knowledge that they need before they are introduced to new ideas. This means that pupils cannot always apply what they have learned previously to new learning. Leaders should develop teachers' strategies to check prior learning in these subjects to ensure that pupils know more and remember more over time.
