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Pupils are rightly proud to be part of this inclusive community where people respect and care for each other. Positive relationships are central to everything at the school. As a result, pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), feel included.
They actively participate in all aspects of school life.
The school has high expectations for the knowledge and skills pupils will learn. This starts in the early years, where activities are carefully planned to ensure children learn the curriculum well.
Most pupils behave well in lessons and around the school. This has a positive effect on their l...earning. At breaktimes and lunchtimes, they cooperate and take turns, enjoying the range of activities available to them.
Bullying is rare and quickly resolved if it happens. Pupils are confident to talk to staff about any concerns they may have. The school provides a nurturing and caring environment in which pupils are safe and happy.
The school has thought carefully about pupils' broader development. For example, pupils enjoy the opportunity to share their thoughts on a topic that is important to them during 'Spinney speaks' assemblies. Pupils are excited to receive achievement rewards every Friday for good work or behaviour linked to the school's values.
What does the school do well and what does it need to do better?
The school's curriculum is ambitious and carefully designed. It identifies the important skills and knowledge pupils need to secure. This is taught in a logical order, ensuring that new learning builds on what has gone before.
Staff help pupils to remember essential knowledge. They use appropriate assessment strategies to determine what pupils know and can remember. For example, in geography, there are planned opportunities to recap subject-specific vocabulary before introducing new content.
In many subjects, teachers model precise language and use questioning successfully to check understanding before moving on to new content. In some parts of the curriculum, however, this is less systematic. As a result, in a small number of subjects, pupils' understanding is less well developed.
The school has high expectations for all pupils to develop as confident, successful learners. The additional needs of pupils with SEND are accurately identified. Support given by adults in class meets these needs well.
This helps to ensure that pupils with SEND achieve well and access the same curriculum as their peers.
The phonics curriculum is taught effectively by well-trained staff. The school ensures that any pupils who are at risk of not keeping up in phonics receive appropriate support to catch up with their peers.
Staff ensure that the books pupils read closely match the sounds they know. This helps pupils to read with increasing fluency. Leaders recognise that there is more to do to ensure that all pupils develop a love of reading.
Most pupils concentrate well in class and respond quickly to teachers' instructions. They are excited to share what they have learned and have positive attitudes to their education. Younger children are supported well to settle into school life and quickly understand the daily routines and expectations of them.
The school has recently simplified its behaviour policy so it is clearer to staff, pupils and parents. The school's approach to poor behaviour helps pupils to understand what they may have done wrong.
The school promotes pupils' broader development well.
Pupils appreciate the wide range of extra-curricular activities the school offers such as book club, the choir, poetry club and sporting activities. These help pupils to build confidence. Leaders carefully plan educational trips linked to the curriculum, such as to museums, galleries and historic monuments.
Pupils learn how to stay safe in different situations, including when online. They know how to keep themselves mentally and physically healthy. Pupils value the many opportunities they have to demonstrate their leadership skills, for example through the junior leadership team and acting as class representatives or subject leaders.
They carry out their roles diligently and with pride.
The trust has set a clear strategic direction for the school. Knowledgeable members of the local governing board provide highly effective challenge and support to school leaders.
Staff feel their workload and well-being have been carefully considered by leaders. They benefit from high-quality professional development, and teachers, and non-teaching support staff, receive excellent support.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some subjects, pupils' understanding is not systematically checked before new content is introduced. This means pupils sometimes develop a superficial understanding of the key knowledge. The school should ensure that pupils' understanding is routinely checked, and any misconceptions addressed, before introducing new content.
• Some pupils do not develop sufficient enjoyment in reading as they move through the school. This contributes to too few pupils being able to read with confidence by the end of key stage two. The school should ensure that there is sufficient emphasis on developing strong reading habits to help pupils develop the confidence required.
