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There is a strong community ethos and pupils are very proud of their school.
Pupils feel safe because teachers have pupils' welfare at the centre of all they do. Pupils are able to talk to an adult should they need to. They know how to keep themselves safe out of school.
Pupils are very happy.
Pupils say that behaviour is exceptionally strong because adults have instilled in them very positive attitudes. Pupils work hard and enthusiastically without prompting by teachers.
They listen carefully and respectfully to the views and ideas of others. They are polite and kind. They play well together and solve disputes, often without needing a teacher to int...ervene.
They care about each other and show tremendous empathy for those in need of help and support. Pupils report that bullying rarely happens. If it does, teachers deal with it immediately.
Pupils love learning and achieve well. Pupils have many opportunities to participate in trips and learn outside of school. They visit historic cities, East Anglian beaches, and marshlands, and they go to the theatre.
This helps them to build knowledge about the world around them. Parents are very pleased with the quality of education their children receive.
What does the school do well and what does it need to do better?
Leaders ensure that the teaching of reading is a high priority.
They have provided teachers with relevant training. Teachers adopt a consistent approach to the teaching of reading, which is very effective. Children in Reception therefore learn sounds quickly and soon begin to read words and sentences.
By Year 1, pupils can decode unfamiliar words with accuracy and fluency. Older pupils read more complex texts confidently, using appropriate expression. Teachers enthuse pupils with a love of reading.
Pupils read a wide range of books, which helps them to learn about people from different cultures and backgrounds. Teachers check how well pupils are reading. Pupils who are less confident readers receive precise help so they can catch up.
Leaders have constructed an ambitious curriculum. True to the school's motto of 'growing enquiring minds' pupils become inquisitive and confident learners. They are reflective and apply their knowledge to solve problems.
What pupils learn builds on what pupils have learned before. Teachers explain new information well and very clearly. They ensure that pupils fully understand the important knowledge required so pupils can be successful in learning.
Teachers carefully check what pupils know and what they do not. In some subjects, teachers regularly go back over what pupils have learned before. This helps pupils to remember and use knowledge very well.
This is not so consistent in other subjects. As a result, pupils do not recall knowledge or demonstrate their understanding as well as they might across all subjects.
The early years curriculum is well structured so that children learn to make sense of the wider world.
Teachers choose activities carefully. Children have many opportunities to practise speaking and develop new vocabulary, which provides secure foundations for the curriculum in Year 1.
Leaders cater well for those with special educational needs and/or disabilities (SEND).
They provide teachers with bespoke training and clear documentation so that they fully understand how best to support pupils with SEND. Leaders check how well teachers adapt their teaching to help pupils with SEND learn.
Leaders have established a warm, caring ethos.
Pupils become highly compassionate individuals. They sensitively look out for others. They encourage and support each other, which builds self-esteem.
Pupils make significant contributions to their local community. They pick up litter on the beach. They raise money for the local hospice and for those who do not have enough to eat.
Pupils are open-minded and embrace difference.
Older pupils are mature role models who reinforce high expectations. They contribute to the wider life of the school.
They organise assemblies, sporting events and help younger pupils to read. Pupils understand that positive relationships are based on trust and respect. They have a thorough understanding of how their behaviour can have an impact on how others feel.
They modify their actions accordingly. Pupils know how to negotiate when their friends disagree. Pupils attend well and leaders regularly check that pupils' attendance remains high.
The trust and the local governing body have established reliable systems to hold leaders to account. They have a secure understanding of the school's strengths and what needs to continue to improve. Leaders have fostered a very supportive ethos.
Teachers enjoy their work. They appreciate that leaders have everyone's well-being at the forefront of their minds. The trust has provided very effective support.
This has brought about improvements in every area of the school since the last inspection.
Safeguarding
The arrangements for safeguarding are effective.
Leaders ensure that all staff receive regular safeguarding training.
Staff know how to identify any pupils who may be at risk. Leaders have established robust systems to report any concerns. Leaders respond quickly to any concerns raised.
They liaise with a range of other agencies to ensure pupils receive appropriate support. All pupils feel safe. They fully understand the potential dangers of being on the internet.
They know how to respond appropriately to these.
Leaders carry out checks on all new staff. They make sure that everyone is safe to work with children.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some subjects, pupils do not recall as much of what they have previously learned as well as in others. This is because pupils do not have sufficiently planned opportunities to practise and demonstrate what they have previously learned across all curriculum subjects. Leaders should continue to ensure the quality of the curriculum gives pupils regular opportunities to revisit important knowledge.
