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They are friendly, polite and kind. Pupils make a positive contribution to the school's calm and respectful atmosphere. Extremely positive relationships with staff help pupils to feel valued and to thrive.
Pupils are happy and behave remarkably well.
The school has high aspirations for the achievement of all pupils. Most pupils, including pupils with special educational needs and/or disabilities (SEND), achieve well.
They strive to be the best that they can be.
Pupils flourish through an impressive range of opportunities to develop their talents and interests. This includes cooking, music and sports clubs....r/> At the 'Big Question' club, pupils learn to reflect on the moral and spiritual aspects of the world around them.
Pupils visit places of interest that link closely to the subjects that they study. For example, they learn about the history of the Roman Empire through visiting a local museum.
Pupils enjoy residential trips where they take part in outdoor and adventurous activities. This helps them to develop their resilience and their independence.
Pupils aspire to the many leadership roles available to them.
These include acting as library, playground and worship leaders. In the early years, children demonstrate perseverance and the ability to solve problems. The school provides rich and meaningful experiences that help pupils to become confident young people.
What does the school do well and what does it need to do better?
The school has designed an ambitious curriculum. It has thought in detail about the concepts and knowledge that pupils should learn and when this should happen. This helps pupils to make links between the broad range of subjects that they study.
Most pupils are well prepared for each stage of their education. Children in the early years make a strong start to their time at school.
Staff make regular checks on what pupils know and remember.
However, at times, staff do not address the gaps and misunderstandings that some pupils have in their learning in a timely manner. When this happens, these pupils move on to new learning before they are ready. They do not develop the depth of understanding that they should.
Typically, staff design activities well to help pupils to build their knowledge and understanding over time. The school accurately identifies the additional needs of pupils with SEND. Staff skilfully use this information to enable these pupils to learn alongside their peers.
Reading has a high profile across the school. Children in the Nursery class build their vocabulary through listening and joining in with many stories, rhymes and songs. They learn to communicate with accuracy and confidence.
Pupils begin to learn phonics as soon as they start in the Reception Year. Staff deliver the phonics programme effectively. They make regular checks on pupils' phonics knowledge.
Staff ensure that less-confident readers receive the support that they need to catch up. The school has ensured that the books that pupils read are well matched to the sounds that they already know. This supports most pupils to become confident and fluent readers.
Pupils read widely and often. They enjoy a variety of texts across many different subjects and topics. These cover themes, including homelessness, kindness and the differences that exist between people.
The reading programme makes a strong contribution to pupils' understanding of the world.
Pupils have excellent attitudes to learning. They respect the views and opinions of others and work well with their classmates during group activities.
The behaviour of a small number of pupils is improving quickly as a result of the expert guidance that staff provide.
Pupils benefit considerably from the school's personal development programme. They learn how to stay physically and mentally healthy.
Children in the early years learn to recognise and manage risks, such as when they take part in adventurous activities. Pupils learn how to stay safe when online and in their local environment, for example when they spend time in the fells and near open water. Pupils are exceptionally well prepared for life in modern Britain.
Trustees have an accurate view of the school's strengths and areas for development. They hold the school to account for the quality of education that pupils receive, while being mindful of staff workload. Staff access a comprehensive programme of training.
This helps them to carry out their roles with a high degree of success. Staff enjoy high levels of well-being and welcome opportunities to work as part of a team.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• On occasions, staff do not rectify the gaps and misconceptions in some pupils' knowledge quickly enough. This means that these pupils move on to new learning before they are ready. The school should ensure that pupils successfully embed the knowledge that they need to achieve as well as they should.
