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Pupils flourish at this small, friendly school. Staff are extremely caring and there is a strong sense of family and belonging. Pupils of all ages get along very well together.
Pupils feel confident to be themselves in the school's supportive atmosphere. Pupils are happy and feel safe.
Pupils are proud of their school and demonstrate a willingness to succeed.
They work hard to meet the school's high expectations for their learning. Typically, pupils, including those with special educational needs and/or disabilities (SEND), achieve well.
Pupils behave well.
They are respectful of others and know that it is important to make everyone feel inc...luded, regardless of any differences that they have. In the early years, children settle quickly into school routines and get along well together.
Pupils enjoy the range of wider opportunities that the school provides, for example, after-school activities, such as football, art and outdoor learning.
Pupils benefit from many trips that enhance their learning of the curriculum. For instance, everyone enjoys a trip to the lake to take part in water sports.
What does the school do well and what does it need to do better?
The school has developed a broad, ambitious curriculum that successfully meets the needs of pupils, including those with SEND.
In most subjects, the school has carefully considered what pupils should learn, starting from the beginning of the early years.However, in a small number of subjects the school has not clearly set out what pupils should learn in each year. In these subjects, pupils do not remember as much as they should.
In most subjects, teachers deliver the curriculum well. They select appropriate activities to help pupils learn and remember important information. Pupils enjoy learning.
Children in the early years acquire the skills and knowledge that they need and are well prepared for Year 1.
In the main, staff make regular checks on what pupils know and remember. However, on occasion, the gaps and misunderstandings that some pupils develop in their learning are not addressed promptly enough.
This means that these pupils move on to new learning before they are ready. As a result, these pupils' learning is not secure.
The school has a robust approach to identifying pupils' with SEND.
Staff support pupils with SEND very well within lessons. For example, staff provide additional resources to help pupils with their learning. The school works with a range of external specialists to support pupils' emotional well-being.
Reading is at the heart of the curriculum. Starting from early years, staff foster pupils' enjoyment of reading. Pupils benefit from visits to the local library and reading theme days.
From the beginning of the Reception Year, children follow a well-structured phonics programme. Pupils practise their reading using books that contain the sounds that they already know. Staff provide additional help, should pupils find reading difficult.
This enables most pupils to develop into fluent readers in readiness for key stage 2.
The school has worked hard to improve rates of attendance, and this is beginning to improve. It works closely with parents and carers to overcome any barriers that may prevent their children from attending school as often as they should.
Pupils demonstrate positive behaviour. The school is usually calm and purposeful. Learning typically proceeds without interruption.
Pupils know that positive behaviour is expected each day. The school provides strong support for a small number of pupils who need help to manage their own behaviour.
The school has thought carefully about how to provide for pupils' personal development.
The curriculum enables pupils to learn about relationships, healthy living and the wider world. Pupils readily take on leadership roles, including school councillors, eco-councillors and community cadets. The school ensures pupils have a good understanding of their local community.
They collect money for local charities, enjoy trips to the theatre and visit places of worship.
Staff appreciate opportunities to successfully work as a team. The school prioritises their well-being and considers their workload carefully.
Staff carry out their roles with enjoyment and pride. Leaders, including governors, ensure that the school's work has a positive impact on all pupils.
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 school has not identified the key knowledge and skills they want pupils to learn. This means that some pupils do not know and remember as much as they could. The school should ensure that the curriculum identifies the key information that staff will teach so that pupils can learn all the knowledge set out in the curriculum.
• In some subjects, the school has not fully developed assessment systems that allow teachers to check where pupils have missing or insecure knowledge. As a result, teachers do not address pupils' misunderstandings quickly enough. The school should ensure its assessment systems are effective so that teachers can check accurately what pupils know and understand.
