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Pupils eagerly come to school each day. This school is ambitious for all pupils to do well and achieve their best.
Adults set clear expectations for learning. Most pupils rise well to these expectations. They work hard in lessons and achieve well.
Staff provide a warm and nurturing environment where pupils treat each other empathetically. Pupils understand the school's values of independence, curiosity and respect. They show kindness in the way they speak to each other.
Staff recognise when pupils display the school's values and celebrate this. Pupils build confidence by sharing their achievements in the weekly celebration assemblies and kindness awards. Pupi...ls feel safe and behave well at this school.
Leadership roles, such as those of playground pals and house captains, help pupils to understand responsibility and how to communicate effectively with each other. Pupils enjoy learning about different cultures. For example, they visit and learn about Sikhism at the local gurdwara.
Pupils appreciate the extra opportunities to develop their understanding of the world around them, such as visits to the Natural History Museum and Thames Valley Adventure Playground.
What does the school do well and what does it need to do better?
Since appointment, the new leadership team has taken decisive steps to strengthen and improve the school. Along with governors, leaders have a strong understanding of the school.
Parents and carers are overwhelmingly positive about the school and the changes made. The new curriculum has been skilfully developed to provide pupils with the ambitious knowledge that they need, including pupils with special educational needs and/or disabilities (SEND). Learning builds pupils' knowledge from early years to Year 2.
In every subject, there is an increased focus on pupils learning to write well. This means that pupils are now writing with greater complexity and accuracy.Staff's subject knowledge is secure.
They identify and address pupils' misconceptions or misunderstandings in lessons very well. Leaders ensure that they identify the needs of pupils with SEND accurately and that teachers adapt the curriculum effectively for these pupils. This includes working closely with external agencies to draw on their expertise.
As a result, pupils with SEND achieve well as they progress through the curriculum.In subjects such as mathematics and reading, the curriculum is well established. Teachers know what they need to teach and design learning to help pupils achieve ambitious outcomes.
Teachers check that pupils remember important knowledge and skills before moving on to new ideas. As a result, pupils achieve well in these subjects. However, in more recently developed subjects, time is needed to see the impact of the new curriculum on developing pupils' knowledge further.
Therefore, pupils do not achieve as well as they could.The school prioritises reading. In Reception, children start learning phonics straight away.
Close monitoring and daily extra support help weaker readers catch up if they need to. As a result, pupils, including those with SEND, quickly become fluent and confident readers. The strong phonics outcomes at the end of Year 1 reflect the effective teaching of reading in the school.
Children flourish in Reception. The school has identified precisely what children will learn and when in order to be ready for Year 1. Highly skilled staff support children to understand and remember knowledge over time.
Extremely effective activity choices help develop children's knowledge and skills across all areas of learning. For example, the literacy support programme used by the school encourages children to develop their writing. Consequently, pupils are now writing with more confidence and accuracy.
Pupils understand the routines and rules of the school. Consequently, most lessons are calm places where pupils learn well. They have positive attitudes towards their learning and want to do their very best.
However, there are times when a few pupils are less focused on their learning. Leaders are aware of this and support staff to be more consistent when implementing the school's behaviour policy.Pupils' personal development is exceptional.
Leaders ensure that there is a wealth of well-planned trips and opportunities to engage actively with the local community. Pupils put their learning into practice outside the classroom very effectively. For example, pupils visit the local riding school for disabled pupils to develop a deep understanding about inclusion and what it means to be different.
Pupils also take part in the annual country dancing festival hosted by the school. This helps pupils to communicate and be part of the local community.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The curriculum is not yet securely and consistently showing a positive impact in all subjects. This means that pupils are not always confident in recalling and using knowledge and skills. The school should continue to embed the curriculum so that all pupils acquire the knowledge that they need in readiness for the next stage of their education.
