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This is a friendly, nurturing and welcoming school. The school has fostered a 'family feel'. It has high aspirations for all pupils, as reflected in its vision that pupils, including children in the early years, should 'aim high, believe and achieve'.
The school provides a wealth of memorable experiences to bring pupils' learning to life. For example, pupils' knowledge of Ancient Egypt is enhanced greatly by museum visits. Pupils have a wide range of opportunities that develop their talents and interests.
For example, they enjoy basketball, cookery and performing arts.
The school prioritises pupils' well-being and safety. Staff form trusting, caring relations...hips with pupils.
As a result, pupils feel happy, safe and valued.
Pupils are a credit to the school. They are kind, courteous and respectful.
Pupils enjoy school and behave well. Pupils are resilient when learning gets tricky. As a result, they have extremely positive attitudes to learning.
Bullying is rare. Pupils say that there is always someone to talk to if they have any worries. Pupils are confident that adults will quickly sort out any problems that might arise.
The school forges supportive relationships with parents. Parents typically praise the school for the sense of belonging their children have and the approachable, caring staff.
What does the school do well and what does it need to do better?
Pupils learn a rich, broad and well-sequenced curriculum.
The school has identified the knowledge, skills and vocabulary pupils must learn. Pupils routinely revisit previous learning, to consolidate their understanding of the 'Fab 5' facts. For example, in history, younger pupils successfully recall all they have learned about the Great Fire of London.
In most subjects, pupils learn well. The school has recently improved the curriculum to help pupils to build deeper knowledge. However, in some subjects, teaching of the improved curriculum is at an early stage.
In these subjects, assessment is not used effectively. Consequently, pupils' knowledge and understanding are not yet secure.
Reading is at the heart of the curriculum.
Pupils begin to learn to read as soon as they start school. The phonics programme helps pupils to become confident, fluent readers. Pupils regularly practise reading.
They listen attentively, and with interest, when adults read to them. The school provides a wide range of exciting reading materials for pupils to read for pleasure. Pupils who find reading difficult get the help they need to improve their accuracy.
Pupils are curious, and keen to learn. They listen carefully and settle to work well. If any pupils find it hard to recognise, and manage, their emotions, they are provided with bespoke help.
This has a positive impact. Low-level disruption is rare.
The school works closely with pupils, parents and external agencies to ensure that pupils get additional support when needed.
Staff adapt teaching and provide additional pastoral support. This ensures that pupils with special educational needs and/or disabilities learn the same curriculum as others.
The school's support for pupils' personal development is exceptional.
The broad curriculum sparks pupils' curiosity about the wider world. Pupils learn to recognise and appreciate diversity. For example, pupils take a virtual trip to a synagogue.
They celebrate Passover and the Chinese New Year when they learn about different faiths and cultures.
Pupils learn to be active citizens and are proud to take on positions of responsibility, such as being buddies, charity ambassadors and sports captains. They learn to consider different opinions, and to share their own views.
For example, pupils take part in a mock trial when they learn about the rule of law.Pupils contribute to the wider community. They raise money for charity, donate items to the food bank and perform for local residents at the 'Friday club'.
In addition, the school offers sports clubs, playground games and mindfulness activities to help pupils to maintain their physical and mental health.
The school supports staff to develop their expertise and to manage their workload and well-being. As a result, staff enjoy working at the school.
They thrive, and support children to do likewise.
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 small number of subjects, the improved curriculum is in its infancy.
In these subjects, assessment is not yet sufficiently well developed. Therefore, teaching does not check that pupils routinely build on previous learning. The school should embed the curriculum and refine assessment so that pupils are well supported to know and remember more.
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