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Meeting individual pupils' needs is at the heart of leaders' actions at this school.
Leaders ensure that they listen to pupils' views and act on them. As a result, pupils thrive.
A warm, welcoming smile greets pupils every day.
They know that their teachers are happy to see them. School is a safe place. Pupils know that they can speak to adults about any worries or concerns.
Parents and carers appreciate how staff nurture relationships. As one parent said: 'Everyone is compassionate, patient, kind and professional.'
The school's behaviour values of kindness, respect and achievement permeate the day-to-day life of the school.
The 's...kills builder' programme rewards pupils for demonstrating positive learning behaviours. Families share these achievements through the school's online communication tool.
Pupils who need help to regulate their behaviour receive careful, considered support.
Leaders work tirelessly to ensure that these pupils have positive experiences of education. All accomplishments for these pupils are celebrated, no matter how small.
Children in the early years enjoy their time at school.
They like to share books and learn about creatures that live under the sea, for example. Sometimes, independent activities are not purposeful. They do not always help children to build on their communication and language development.
What does the school do well and what does it need to do better?
This is an improving school. Since the last inspection, leaders have overhauled systems and routines. They have raised expectations for all.
In most areas of school development, these changes are now bearing fruit. However, leaders are not complacent. They have clear ambitions to build on the improvements that have been made.
Leaders have worked hard to improve the curriculum for reading, writing and mathematics. They know that getting the basics right will help pupils to know more across the curriculum. Staff appreciate the support they receive to deliver the school's curriculum.
Leaders continue to refine the wider curriculum. They also recognise that early years needs further development.
Teachers check what pupils can remember.
The book-based approach builds on pupils' vocabulary knowledge. Where needed, pupils with special educational needs and/or disabilities (SEND) are quickly identified. Staff ensure that parents are well informed.
Teachers adapt the curriculum to help pupils with SEND to access the whole curriculum. They work well with external agencies. This helps them to ensure that pupils with SEND receive the right support.
Many leaders are new to their role. They understand what is working well in their area of responsibility. However, some leaders need further expertise to make checks on their subject areas.
Leaders want every child to read well. They ensure that they have an accurate oversight of the school's early reading programme. This helps them to understand how well pupils in school are learning to read.
Leaders make daily checks to ensure that the programme is well taught. Many pupils, including some who are new to speaking English, join the school part way through the programme. They receive well-tailored support to catch up.
Relationships are very positive between children and adults in the early years. Children enjoy exploring the environment. However, independent activities do not always support children's communication and language development.
Sometimes, adults do not develop children's language in meaningful ways.
Leaders build positive relationships with families. This has been crucial in improving pupils' attendance, particularly for the most disadvantaged.
Leaders continue to strive to improve attendance for some pupils.
Pupils learn to be respectful of each other. Through stories, they learn about different communities in modern Britain.
Enabling pupils to have high aspirations is important for leaders. They ensure that pupils see different role models. For example, pupils have received visits from female pilots and male nurses.
The school has recently received the 'Careers Mark' status, in recognition of this work.
The trust has supported school leaders in their actions to improve the school. They have provided opportunities for staff to undertake leadership training.
Staff are appreciative of leaders' actions to reduce teacher workload and enhance staff well-being.
Safeguarding
The arrangements for safeguarding are effective.
Leaders have created a strong culture for safeguarding.
They ensure that pupils' needs are at the centre of all decisions made. The school has many staff who can lead on safeguarding matters. This helps other staff to feel well supported.
All adults in school can spot the signs that may indicate a child is at risk of harm. They understand the dangers pupils may face in the community and beyond. Trust leaders ensure that the school's safeguarding procedures are regularly evaluated.
Through the school's curriculum, pupils learn how to stay safe. Where needed, parents receive support to manage their child's use of the internet.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Some leaders are new to their role.
Although they have an accurate understanding of what needs to be done, many are at the early stages of implementing these improvements. This means that leaders' ambitions for the school's curriculum are not fully realised. Leaders must ensure that all staff have the necessary support and expertise to provide strong leadership in all aspects of school development.
They must ensure that leaders make accurate checks on their area of responsibility. ? Sometimes, children in the early years do not benefit from meaningful learning during independent activities. Opportunities to develop children's language, ideas, concepts and vocabulary are not always maximised.
This slows learning. Leaders must ensure that independent activities help children in the early years to know more of the school's curriculum. They must ensure that all staff have the confidence to use early years pedagogy to develop children's language so they are well prepared for Year 1.
