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The school's vision 'working together, valuing everyone, learning for life', is central to day-to-day life.
It is underpinned by the school's distinctive values. Pupils meet the school's high expectations set for them. They are committed to their learning.
From Reception, children understand the school's expectations and routines. Pupils have positive attitudes to their learning. Their conduct is calm and purposeful.
Pupils are confident and caring. They say that bullying is rare and if it happens, staff sort it out. Relationships between staff and pupils are warm and respectful.
Pupils are safe and know that any concerns will be listened to and acte...d upon. All pupils feel that they belong. They look out for each other.
Pupils understand and accept each other's differences. They recognise when someone needs help and step in. Pupils show the qualities of being a good friend.
The school is inclusive and welcoming to all.
The school's wider offer for pupils is exceptional. Pupils thrive through the broad and rich experiences the school provides.
They benefit from a wealth of opportunities to develop their talents and interests. This results in very high attendance at clubs including sports clubs. Pupils are proud of their sporting successes.
They enjoy singing in the school community choir alongside parents and carers and family members. Opportunities such as these help pupils to develop confidence and thrive.
What does the school do well and what does it need to do better?
The curriculum is ambitious and has been recently refined and strengthened from the Reception Year to Year 6.
It sets out the essential knowledge that pupils need to learn and the order in which they do so. Pupils use subject-specific vocabulary to explain what they have learned. For example, in mathematics pupils articulate their reasoning when solving complex addition calculations.
Pupils revisit learning regularly and link their knowledge to new ideas and concepts. The school ensures that the additional needs of pupils with special educational needs and/or disabilities (SEND) are identified quickly and met. In the strongest subjects, the school makes checks what pupils know and remember.
Pupils have frequent opportunities to recall important learning.
In less developed subjects, the information from the checks teachers make is not always used to ensure that pupils learn and practise the right skills at the right time. In addition, the way the curriculum is taught does not always help pupils to securely build their knowledge and skills.
Consequently, some pupils do not always build knowledge as coherently as they could.
The school recognises the importance of developing pupils' communication and language. This is woven into all areas of the curriculum.
Staff introduce children to stories and songs that capture their interest and broaden their vocabulary. They read to pupils in a way that engages and excites them.
The teaching of early reading is consistently effective.
Children learn to read as soon as they start school. Staff show pupils how to blend sounds together to read words. They ensure that pupils who are falling behind receive targeted support to catch up quickly.
Pupils read books matched to the sounds they know. They are almost always proficient word readers by the end of Year 1. As they progress, pupils are supported to become confident, fluent readers.
They develop a love of reading and enjoy a range of fiction and non-fiction books.
The school's behaviour system sets clear expectations in lessons and around the school. Pupils understand these and behave well.
The school maintains an unwavering focus on attendance. Staff work closely with families and external agencies to gain an understanding of the causes of any absence. Strategies such as breakfast club, and the sensory area, provide a secure, calm start to the day.
Pupils have a wealth of roles to develop their leadership skills including house captains, librarians and members of the equality team. They know how to keep themselves safe online and beyond. Pupils have a deep and comprehensive understanding of faiths and cultures through the curriculum and themed events.
Consequently, they are well prepared for life in modern Britain.
Governance at the school is very effective. The trust and the local governance body have the skills and expertise to fulfil their roles effectively.
They have an accurate picture of the school secured through robust systems of checking and quality assurance. They ensure that the education that the school provides has a positive impact on all its pupils. Staff appreciate the consideration shown for their workload and well-being.
They value leaders' responsive approach. When new strategies are introduced, leaders consider the implications for staff.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some subjects, the information from the checks teachers make is not used to ensure that pupils learn and practise the right skills at the right time. Therefore, pupils do not always build coherent knowledge. The school should ensure that assessment is used to inform future curriculum design and implementation.
• In some subjects, the way the curriculum is taught does not always precisely match pupils' needs. Therefore, pupils do not always build securely on prior knowledge. The school should ensure that the implementation of the curriculum allows pupils to build their knowledge effectively.
