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Pupils are extremely proud of their school. Pupils here develop into confident, resilient and independent learners. They demonstrate great strength of character.
Staff have high expectations of pupils at all times. Bullying is not tolerated and is dealt with seriously by all staff.
Pupils take up many leadership responsibilities across the school.
Through democratic processes, pupils are elected as eco-warriors, worship leaders, school council members or heads of school. Pupils' opinions are listened to and form a large part of the school's development plan.
The whole school comes together at breaktimes and shares the playground sensibly.
Ol...der pupils enjoy playing with the children in Reception. They model the school's very high expectations and values to them. All pupils enjoy learning outside in the woodland area.
In liaison with pupils, leaders have introduced 'Worldly Wednesdays', an opportunity to hear about cultures and beliefs from around the world. This encourages pupils to treat others with respect and make sure no one is left out.
The personal support that pupils receive here is very strong.
All pupils have at least one adult they can talk to if they have worries or concerns. Pupils are safe and are taught to keep safe when online.
What does the school do well and what does it need to do better?
Leaders have made sure that the curriculum is broad and ambitious for all pupils, including disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND).
They have worked with subject leaders through networks across the trust to ensure that curriculum thinking and sequencing are coherent and take account of mixed-year groups.
Generally, pupils build up their understanding over time. For example, in mathematics, pupils in Year 1 learn subtraction.
They revisit what they learned in Reception and practise counting backwards. In Years 3 to 6, pupils link the strategies they know to problem-solving and reasoning. In some subjects where the curriculum has been introduced more recently, it has not shown its full impact on building up pupils' knowledge and skills.
Careful thought has gone into linking the early years curriculum with that of the rest of the school. In early years, staff deliver the curriculum carefully both inside and outside the classroom. Staff know every child extremely well and tailor learning to build on what they already know and can do.
Teachers' subject knowledge is a key strength. They are passionate about the subjects they teach. Subject specialists attend subject-specific training to develop their expertise further.
They know what the end-points are for each year group and plan subject content accordingly. Teachers check pupils' knowledge and recall in each lesson to identify gaps and any misconceptions. They use assessment information to plan future learning.
Subject leaders identify practical opportunities for pupils to apply skills and knowledge from one subject in other subjects to help pupils' long-term memory.
Staff are well equipped to identify pupils with SEND. The needs of pupils with SEND are met through carefully thought-through lessons.
Where appropriate, specialist practitioners support the needs of pupils with SEND.
Leaders prioritise reading. They introduced in a new phonics programme in September 2022.
All staff have received training. Children start learning phonics as soon as they enter Reception. Pupils who fall behind in reading have additional lessons and individual reading support and they catch up quickly.
Leaders have ensured that the books pupils read match the phonics they know. Adults who read with pupils encourage them to use appropriate strategies to decode unfamiliar words. Staff promote a love of reading.
They have chosen books carefully that promote pupils' personal development as well as classic fiction books.
There is no disruption to learning in lessons. Working relationships between all staff and pupils are positive.
Through personal, social and health education, pupils are encouraged to look after their physical and mental health. They are taught about respectful relationships. Staff promote the personal development of pupils at all times.
Leaders ensure that all pupils have plenty of access to a wide selection of exciting experiences.
Staff are extremely proud to work here. Despite the additional workload that comes with working in a small school, they said that leaders help them make it manageable.
Safeguarding
The arrangements for safeguarding are effective.
Staff receive safeguarding training regularly throughout the year. Leaders provide regular updates.
They understand and are alert to national and local safeguarding issues. Staff report any concerns, and the safeguarding team responds quickly. Leaders work with local authorities and other agencies to make sure that pupils and families receive the support they need.
Pupils are taught how to keep safe when online and to identify possible risks and what they should do to keep safe in a range of different circumstances.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Recently, leaders have made changes to the curriculum in some subjects. Where the curriculum is at the earlier stages of implementation, leaders must systematically review its impact and ensure that the curriculum leads to the best possible outcomes for all pupils.
