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Pupils are well cared for in this happy and harmonious school. The warm relationships that they have with staff are mirrored in the ways that pupils care for each other. For instance, older pupils delight in sharing stories with their younger 'reading buddies'.
Play leaders organise games for everyone to enjoy at breaktime.
Pupils strive to behave in accordance with the school's values of 'learning, caring, believing, achieving'. They take pride in receiving rewards when they demonstrate these values.
Starting in the Nursery class, children quickly settle into the school's well-established routines. This helps to ensure that the atmosphere around the school i...s calm and orderly.
Pupils embrace opportunities to make positive contributions to the school community.
For example, values ambassadors consult with other pupils about how they can help to improve the school. Subject ambassadors relish the chance to help enthuse other pupils about their favourite subjects.
The school wants the very best for pupils.
Since the previous inspection, it has taken action to strengthen the curriculum. This has been successful. Pupils, including pupils with special educational needs and/or disabilities (SEND), typically achieve in accordance with the school's high expectations.
What does the school do well and what does it need to do better?
The school has undergone much change since the previous inspection. During this time, the school has been mindful of staff workload. For example, it has prioritised training for subject leaders while providing them with dedicated curriculum development time.
Staff appreciate such consideration.
The school provides an ambitious curriculum that is enriched by a wealth of trips and visits. Pupils enthusiastically described how these experiences help to bring their classroom learning to life.
The school has given careful thought to ensuring that pupils learn knowledge in carefully ordered steps from the Nursery class to Year 6. In some subjects, staff have a strong shared understanding of the important knowledge that pupils need to remember. Staff emphasise this in lessons and they check that pupils know it before they move learning on.
This helps pupils to progress through the curriculum well.
In a small number of subjects there is less clarity around the essential information that it is most important for pupils to know. This makes it difficult for staff to emphasise this knowledge when designing learning activities and when checking what pupils have learned.
Some pupils do not build a secure body of knowledge in these subjects.
The school successfully fosters a love of reading. Reading ambassadors take pride in ensuring that the new school library is immaculately presented.
They consult with staff and their peers to identify new books to further enrich the library's collection. Pupils value this relaxing environment in which to settle down and get lost in a story.
Staff in the early years focus on developing children's language and communication skills.
Children in the Nursery class enjoy songs and rhymes alongside a wealth of carefully chosen stories. This helps to prepare them well for the phonics programme from the start of the Reception class. Children quickly build up knowledge of sounds and letters and this continues into Year 1.
Those pupils who struggle to keep up with the phonics programme are quickly identified and helped to catch up. This high-quality support is available in Year 2 and beyond for those pupils who need it. Pupils read books that are well matched to the sounds that they know.
They develop into fluent and confident readers.
The school has strengthened its provision for pupils with SEND. Pupils' needs are identified quickly.
Staff are given useful information about these needs. However, at times, some staff do not use this information to adapt their delivery of the curriculum for pupils with SEND as well as they should. On occasions, this hinders how well these pupils access their learning.
The school supports pupils' wider development well. Pupils relish the multitude of opportunities to develop new interests, such as skateboarding, singing in the choir and taking part in a variety of sports clubs. Pupils learn important information to equip them well for life in modern Britain.
For instance, they learn about internet safety and begin to develop an appreciation for everyone's uniqueness.
Pupils are helped to understand how their emotions have an impact on their behaviour. They are attentive to their teachers.
Pupils do not usually disturb others by chatting. This helps them to focus on their learning.
Effective action has been taken to strengthen governance since the previous inspection.
Governors are very well informed about the school. They have worked successfully with the school to ensure that pupils are provided with a high-quality education.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a small number of subjects, the school has not ensured that staff are clear about the knowledge that pupils should remember to help them with subsequent learning. This means that staff lack clarity about the information that they should emphasise when they deliver the curriculum and when they check what pupils know and can remember. The school should ensure that staff have a strong shared understanding of this essential learning so that they can help pupils to build knowledge securely over time.
On occasions, some staff do not adapt their delivery of the curriculum for pupils with SEND effectively. This hinders some pupils with SEND from learning as well as they should. The school should ensure that staff use the information that they receive about these pupils to support them to access and embed learning successfully.
