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Pupils thrive at this highly inclusive school. The school has very high expectations of pupils, who strive to meet them. Pupils achieve exceptionally well.
They benefit from the warm and respectful relationships they have with the staff. Pupils' behaviour is exemplary. Adults expertly guide pupils to be able to work independently in lessons.
As a result, pupils focus on their learning for sustained periods of time, without interruption.
From the time they start in the early years, adults guide children to make their own choices and ask for help when they need it. Support from skilled staff ensures that pupils learn to manage their own feelings and behaviour.<...br/> Pupils across school know that the staff are there to help them with any worries they may have. Consequently, pupils feel safe and very happy.
Pupils embrace taking on roles of responsibility.
They make meaningful contributions to the school community. For example, by becoming 'play leaders' or 'reading mentors'. Pupils are proud of their roles.
They understand the value of helping others. Pupils know their views contribute to making their school a better place. They share their ideas and opinions with staff to bring about change, such as raising awareness of sustainability.
What does the school do well and what does it need to do better?
The school provides all children with a high quality of education. Leaders, including governors, work effectively together to support and challenge each other. This ensures the focus remains on improving the quality of the provision for pupils.
This starts in the early years and continues throughout the school. Children are well supported to develop their language, reading, writing and mathematical skills. The school also focuses on pupils' social development.
These strong foundations help all groups of pupils to learn successfully across the whole curriculum.
Reading is at the heart of the school's curriculum. Very high expectations of all pupils help them develop into fluent readers who enjoy a range of texts.
Highly effective daily support helps those pupils at risk of falling behind to keep up with the reading curriculum. A love of reading is fostered in the school. This begins in the early years and is maintained across the whole school.
Pupils love reading books recommended by staff.
Skilled staff ensure pupils use their reading knowledge to help them improve the quality of their writing. Staff ensure pupils practise building accurate sentences orally, before learning to write them.
As pupils move through school they are encouraged to use their reading knowledge, for example new words they have learned, to help them improve the quality of their writing. As a result, the quality of pupils' spoken, and written language is very strong across the school.
Subject leaders are extremely knowledgeable.
Staff have secure subject knowledge across the breadth of the curriculum. As a result, expert staff teach the selected content in a well-structured order. The school swiftly identifies pupils' individual needs.
Staff provide precise support so that pupils with special educational needs and/or disabilities (SEND), successfully access the curriculum.
Across the school, in lessons, pupils are provided with many opportunities to practise learning independently, in pairs or in groups. Activities carefully match what pupils need to know and do.
Staff routinely check pupils' understanding. Staff use this information to address any misunderstandings pupils may have. Therefore, gaps in pupils' knowledge close very quickly.
Pupils have excellent attitudes to learning. All pupils know and live up to the school's high expectations. From the Nursery class, children learn how to use the school's 'successful learning attributes' and 'talk tactics'.
This helps pupils to sustain focus and think more deeply about the task they have been given. They move from one activity to another seamlessly, developing strong social and emotional skills. Pupils build on this knowledge throughout the school.
Pupils show high levels of motivation. They want to learn more. The school works positively with families to ensure pupils come to school regularly.
As a result, all groups, including disadvantaged pupils and those with SEND now attend well.
The detailed programme for personal development is exceptional and permeates other areas of the curriculum. This helps pupils to flourish.
Pupils develop a strong sense of how they can have a positive impact on the world around them. For instance, pupils take part in the 'One Good Deed' initiative. They choose activities such as litter picking and buying food for the foodbank.
Pupils also take part in projects to support their local community. For example, pupils take part in projects last year to help people who live near the school.
