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The values of 'kindness, courage and respect' are threaded through daily life at this inclusive school. Pupils make good friends and value their caring teachers. They trust adults to help them if they have any worries.
The school has settled after a period of staff changes. School leaders work with determination to keep pupils' best interests at the heart of the decisions they take. The changes that are made impact positively.
The school has strong expectations of what pupils will learn. Teachers plan interesting lessons that help all pupils to achieve well. Pupils enjoy school.
They relish the challenge that some subjects, such as history, offer. For example..., older pupils thoughtfully discuss dynastic rule in some ancient civilisations and compare this to life in Britain today.
Almost all pupils behave well.
The school is calm and purposeful. Staff have high expectations of pupils' behaviour. The school acts sensitively and swiftly if a pupil struggles to conduct themselves appropriately.
Pupils enjoy trips and visitors. These help bring classroom learning to life. Pupils are clear that everyone is welcome.
They show a deep respect for different faiths, cultures and ethnicities. As one pupil said, 'That's how life works.'
What does the school do well and what does it need to do better?
Staff embrace the school's vision for a high-quality education for all pupils and work hard to implement it.
Staff benefit from regular training, including through the federation, which makes them more effective in their roles.
The curriculum is well developed across most subjects. The school sequences the key knowledge pupils should acquire progressively and logically.
Teachers carefully consider how pupils should remember and apply their learning. For example, teachers regularly revisit previous subject content and use strategies to help pupils remember important knowledge. Teachers check pupils' understanding and resolve any misconceptions they may have.
This means that most pupils, including pupils with special educational needs and/or disabilities (SEND), are confident about their learning. In mathematics, for example, pupils articulate their reasoning well, using accurate mathematical language.
The school knows that in a few subjects, pupils' achievement is less strong.
This is because the important knowledge pupils need to know has not been as precisely identified. The school has the right actions in place to address this.
Pupils develop a love of reading and talk excitedly about their favourite books.
The school prioritises reading right from the start of early years. Staff are well trained. They teach the phonics programme effectively.
As a result, pupils' early reading skills have improved significantly. Staff carefully watch for any pupils who struggle and give them extra support to catch up. Pupils benefit from a broad range of diverse books.
In early years, children make a strong start to their education. They follow clear routines and engage happily in creative play. Children are well supported by adults to develop their personal and communication skills.
While the indoor environment supports children's learning well, resources and activities in the outdoor environment are less well developed and do not support learning as effectively.
The school provides effective and sensitive support for pupils with SEND so they achieve well. It identifies the needs of these pupils accurately and ensures that learning is adapted to support them.
Pupils with SEND say they feel settled and happy in school.
Pupils behave with high levels of respect for each other. Occasionally, some pupils struggle to manage their emotions.
When this happens, staff support them firmly and kindly to help them keep calm. Clear routines and systems help pupils to behave well. During lessons, pupils are keen learners.
They are attentive and work hard. The school ensures that pupils' attendance is a high priority.
The school's personal development provision teaches pupils about British values very well.
Pupils demonstrate a keen understanding of equality and diversity. The school promotes pupils' spiritual and moral education effectively. Regular transition work with a local secondary school thoroughly prepares older pupils for their next steps.
There are increased opportunities for pupils to develop their character, for example through leadership roles such as school councillors. These roles are starting to make a positive difference to school life. However, extra-curricular activities such as clubs are relatively limited.
Pupils' attendance at extra-curricular clubs is somewhat low. This means some pupils do not regularly take part in activities that develop and stretch their talents and interests.
The school is ably supported by a very effective governing body.
Working collaboratively with school leaders and the wider federation, governors show focused determination to continually improve the education pupils receive. Staff appreciate that school leaders are considerate of their workload and well-being. Many parents and carers note the positive changes in the school.
Most feel that their child flourishes here.
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 few subjects, the knowledge pupils should learn and remember has not been precisely identified.
As a result, in these subjects, pupils do not learn as effectively as they could. The school should ensure that the curriculum clearly identifies the important knowledge pupils need to learn across all subjects. The outside learning environment in early years is not developed as effectively as it could be.
As a result, some children do not learn as well as they could beyond the classroom. The school should improve its use of the outside environment to ensure it supports children's learning and play well. ? The school provides a relatively limited range of extra-curricular opportunities.
Low numbers of pupils attend these. This means that some pupils do not develop their talents and interests well enough. The school should broaden the clubs and activities it offers and encourage pupils to make better use of them.
