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This is a happy school. Pupils appreciate the rich learning experiences they get here.
They are proud to belong to the 'De Hav' community. Pupils say it is a safe place where the adults look after them well.
The school has high expectations of pupils.
Achievement is valued, and pupils work hard in lessons. The school's 'Building Futures' programme inspires pupils to consider their future lives and jobs. They are encouraged to aim high.
There are clear routines for behaviour. Pupils from the early years to Year 6 know these and behave well. Pupils who struggle to meet the school's expectations get the additional help they need.
As a result, c...lassrooms are calm, and there is a positive, purposeful atmosphere around the school.
The school is highly inclusive. Many different languages and cultures are represented here.
Pupils celebrate difference. They understand that everyone should be treated with respect. Pupils who arrive at the school from other countries are welcomed and are quickly integrated thanks to the targeted support they receive.
Pupils value the range of opportunities to broaden their horizons and extend their interests. This is enhanced through a carefully thought out programme of trips, visits and extra-curricular clubs.
What does the school do well and what does it need to do better?
There have been significant improvements at the school in recent years.
The curriculum has been redesigned to be broad and aspirational. It starts in the early years, where children get a great start to school life. Children in the Nursery and Reception classes are confident and enthusiastic about learning.
They learn and play happily together. Adults encourage them to be independent and resilient. Children learn how to solve problems and resolve conflict from an early age.
This sets them up well for later learning.
The curriculum sets out the key knowledge pupils should learn. It builds their learning over time.
This helps pupils to build on what they already know, ensuring that they reach the endpoints that have been identified for them. In a small number of subjects, the curriculum is in the early stages of development. In these subjects, curriculum content, and the order in which it is taught, have not been as well planned as in others.
Teachers are knowledgeable about the subjects they teach. The school and the trust provide them with valuable training and networking opportunities. Teachers are skilled at checking how well pupils are learning.
They use a variety of methods, including quizzes and surveys. They devise engaging tasks through which pupils can apply their learning.There is a sharp focus on communication and language throughout the school.
This is particularly important, given the number of pupils whose first language is not English. From Nursery to Year 6, pupils learn the specific vocabulary they need in each subject. Pupils relish the chance to use this and to talk about what they have learned.
A strong reading culture underpins the curriculum. Teachers read high-quality texts to their classes to promote a love of reading. Daily phonics lessons for pupils in the Reception class and key stage 1 teach them the sounds they need to become fluent readers.
Adults quickly spot pupils who are struggling. They intervene swiftly to support them. Occasionally, adults miss opportunities to get pupils to practise the sounds they are learning or to address pupils' misconceptions.
Pupils with special educational needs and/or disabilities (SEND) are identified early. They get the support they need through, for example, practical resources, adapted tasks or additional adults. Pupils with SEND participate fully in school life.
They access the same curriculum as their classmates.
Pupils have positive attitudes. They respect each other's right to learn, and they look after their environment.
Poor behaviour in lessons is rare, and most pupils achieve well.
The school's provision for pupils' personal development is well established. Pupils take part in a range of sporting events.
They have opportunities to play the ukelele, xylophone or djembe drums. The personal, social and health education curriculum teaches pupils about healthy lifestyles, positive relationships and personal safety, both on and offline. Pupils learn about the six major religions in religious education (RE) lessons.
They show tolerance and a respect for the beliefs of others.
The school has been through turbulent times. The trust and local governing board have supported and challenged senior leaders as they have delivered the improvements that were needed.
A lot has been achieved in a short space of time. Staff are rightly proud to work at the school. Parents have a very positive view of it.
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 curriculum is in the early stages of development. In these subjects, the content pupils learn does not always build on their prior knowledge.
This means pupils do not always have the knowledge or skills they need to access future learning. The school must ensure that the curriculum in these subjects precisely identifies the important knowledge pupils need to learn and the order in which they need to learn it. Leaders must also ensure that all staff are well trained in teaching this curriculum so that pupils better secure their understanding of important knowledge.
• There are some inconsistencies in the way staff support some pupils in the early stages of reading. Opportunities are occasionally missed for these pupils to practise new or known sounds. There are also times where pupils' misconceptions are not always dealt with effectively.
This means that some pupils do not become fluent readers as quickly as they should. The school should ensure that pupils are provided with sufficient opportunities to practise reading new and known sounds. Leaders should also ensure that all staff know how to identify and address misconceptions pupils have.
