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Pupils are valued highly at this school. They lie at the heart of the decisions that the school makes.
The school places high importance on making sure that pupils succeed academically. Pupils, including those with special educational needs and/or disabilities (SEND), meet the school's high aspirations. Many achieve well.
Pupils are thoughtful and caring towards other people. For example, pupils spoke about their understanding of neurodiversity and how such differences should be respected. They value the relationships that they have with each other and with members of staff.
Pupils know that staff will support them if they have any worries. This helps pupils ...to feel happy and secure at school.
Throughout the school, pupils behave well.
They are enthused by their learning. Children in the early years work and play together joyfully. Many pupils contribute well to the life of the school.
They are proud of the responsibilities that they hold, such as being team captains and acting as buddies for other pupils. The school offers pupils various opportunities to develop their talents and interests, for example through the languages, football and gardening clubs.
What does the school do well and what does it need to do better?
The school has an ambitious and well-ordered curriculum.
Most pupils learn well from it and, as a result, they build up a rich body of knowledge over time.
In the main, staff deliver the curriculum well. This helps most pupils to learn the intended curriculum content.
Pupils with SEND are identified in a timely manner and many receive effective support. However, on occasion, the adaptations that teachers make to the design of their lessons do not help pupils with SEND to learn the curriculum as well as they could.
Typically, staff use assessment strategies appropriately to check how well pupils learn.
Teachers identify and act on pupils' misunderstandings effectively and quickly.
The school has placed a high priority on reading. From the outset, children in the Reception Year gain the knowledge that they need to become confident, fluent readers.
Children in the early years and pupils in key stage 1 who do not keep up with the pace of the programme are identified early and supported well to catch up.
Pupils said that they enjoy reading. They participate in reading events that encourage them to read a variety of texts.
In the early years, children take home 'special bags' containing stories to share with their families each week. However, the school does not make sure that older pupils read the ambitious texts that are available. Therefore, some pupils do not gain a deep, rich knowledge of different books and authors by the time that they leave school at the end of Year 6.
Pupils are polite and considerate. For example, they dine, work and play together cooperatively and hold doors open for others. Pupils understand the importance of their education.
During lessons, most pupils focus on the task at hand and listen attentively to staff. Pupils attend school regularly.
Pupils benefit from the many opportunities to learn beyond the academic curriculum, such as visits to museums, places of historical interest and cities.
Year 6 pupils can participate in a residential trip to develop their independence and teamwork skills. The school helps pupils to be prepared for life in modern Britain through activities such as learning about people from different backgrounds, different ways to stay safe and financial management.
Governors are knowledgeable about the school and understand its priorities.
They are rigorous in their approach to providing challenge and support. Governors carry out their statutory duties effectively. Staff were resoundingly positive about working at the school.
Morale is high. They feel valued and appreciate the time and consideration given to ensure that any changes do not impact negatively on their workload.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Sometimes, teachers do not adapt their delivery of the curriculum well enough to meet the needs of pupils with SEND. This means that there are a small number of pupils with SEND who are hindered from achieving as well as they could. The school should ensure that staff develop the expertise to provide effective support for pupils with SEND, to enable them to learn consistently well.
• On occasion, the school does not ensure that pupils read books from the broad range of texts that are available. This means that some pupils' knowledge of authors and texts is limited, and they do not gain a rich, deep understanding of different literature. The school should develop its oversight of the books that pupils read so that it can support pupils to widen their choices beyond familiar texts.
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