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The school's values of 'aim high, be our best, choose kindness' guide pupils successfully in their actions and thoughts. The school's STRIVE curriculum principles encourage pupils to work hard. They enable pupils to develop resilience, a thirst for knowledge and to be 'empowered to make a difference'.
These are carefully thought out and woven throughout the whole curriculum.
Pupils at this school are happy. They enjoy coming to school and attend regularly.
All staff have high expectations for pupils to learn and behave well. Pupils live up to these expectations. There is a calm atmosphere in and around the sch...ool.
Pupils want to learn. Pupils celebrate each other's successes. They are caring and thoughtful.
There are many opportunities for pupils to hold positions of responsibility. Pupils take these responsibilities seriously. Well-being warriors look out for pupils who may not have anyone to play with.
Kindness ambassadors seek out random acts of kindness. The school celebrates these acts in assemblies; they exemplify the school's values. Pupils talk maturely about being diversity champions.
They encourage others to be considerate of difference. As one pupil stated: 'We have to celebrate difference, as this is important and makes our world great.'
What does the school do well and what does it need to do better?
Pupils begin to learn to read as soon as they join in the Reception Year.
Staff receive training so that they have the requisite knowledge to teach the phonics programme. Staff swiftly identify pupils when they fall behind. These pupils receive the support they need and catch up quickly.
Pupils read books that are carefully matched to their needs. This enables them to read fluently and become confident readers.
The school makes sure that books are prominent throughout the building and within the curriculum.
They are carefully chosen to match the school's aspirations and are of high quality. Many of these books tell stories of how individuals can be successful. They exemplify the lives of people from a wide and diverse world.
The school places a high priority on pupils learning rich vocabulary. Typically, one pupil said: 'It's important to use ambitious vocabulary in your writing to make you better and your work better. We need to want to be better.'
The school has developed a well-thought-out curriculum. It carefully enables pupils to build their knowledge over time. Teachers connect prior knowledge with current learning.
Pupils can apply their knowledge and think through challenging tasks. For example, in mathematics, a two-step approach ensures that pupils develop a deep understanding of what they are learning. Teachers receive the training they need to teach the curriculum.
Although significant improvements have taken place with the curriculum recently, the school has not yet fully evaluated the impact of this work in all subjects. This means that in a few instances, the curriculum is not having the desired impact.
Children get off to a really good start when they join in early years.
It is a vibrant and purposeful place. Well-planned activities ensure that there are no boundaries to learning. Children learn about how to manage their feelings.
Staff do this sensitively through games and activities. Children interact well with each other. They collaborate for sustained periods of time.
They celebrate each other's successes and support each other when they struggle. Adults skilfully guide children's learning. They ensure that children become resilient and want to try hard.
Books, teaching materials and displays reflect the school's ambitious intention. Children do well in the early years foundation stage.
Pupils with special educational needs and/or disabilities (SEND) achieve well.
Rigorous systems identify these pupils' needs. Staff consider these pupils' needs when planning the curriculum. Pupils with SEND receive the support they need.
They make good gains in their learning.
Pupils' attitudes to their learning are positive. Well-established rules and expectations guide pupils to behave appropriately.
Pupils say the school helps them if they struggle to manage their own feelings. The school is a calm yet purposeful place.
The school's offer for personal development is exceptional.
The school provides many opportunities for pupils to develop character. Pupils learn the importance of being active citizens. Pupils regularly support charities.
The school ensures that pupils know how to keep themselves safe. Pupils learn the importance of fundamental British values. Pupils are tolerant and respectful of difference.
There are a wide range of clubs on offer such as art, dance, French and board games.
The school considers staff workload. All staff say they are well supported.
The school works well with the multi-academy trust. Governors undertake their roles and responsibilities diligently.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Significant improvements have taken place with the curriculum recently, but the school has not yet fully evaluated the impact of this work in all subjects. This means that in a few instances, the curriculum is not having the desired impact. The school should fully evaluate each subject and make the necessary adjustments so that all pupils achieve as well as they can.
