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Pupils are at the centre of everything that happens at this happy, vibrant school.
The school gives them a great start to their educational journey. It prepares them exceptionally well for their future lives.
There is no ceiling put on pupils' learning.
The school expects all pupils, including those with special educational needs and/or disabilities (SEND), to achieve well. Pupils rise to these high expectations. Many pupils exceed the national standards in reading, writing and mathematics by the time they leave the school.
Pupils' behaviour is impeccable. They are polite, friendly and welcoming. The school's SPARK values of 'strive, positivity, achi...eve, respect, and kindness' come naturally to them.
Year 6 pupils are fantastic role models. They make a significant contribution to school life. For example, the 'art crew' looks after resources and helps out at art club.
Play leaders organise games on the playground. An executive committee from Year 6 runs the school council.
There is a multitude of opportunities for pupils to develop new interests and talents.
Many of these give pupils access to exciting and unusual experiences. For example, the school's gardening club won the 'Rayleigh in Bloom' award for best school garden. The 'Greenpower' team built a racing car that saw off international competition at a national racetrack.
What does the school do well and what does it need to do better?
Since the last inspection, the school has acted decisively to strengthen its curriculum. The improved curriculum sets out precisely what pupils should learn and when. This enables pupils to build their knowledge securely over time.
They make connections between past and present learning, as well as between different subjects. As a result, many pupils are articulate and knowledgeable about a wide range of topics and subjects.
Staff received high-quality training to support them through the curricular changes.
Consequently, they deliver lessons consistently and effectively. From the Reception Year onwards, staff design engaging activities that enable pupils to practise and apply new learning. In Reception, for example, children listen to the story 'Luna Loves Art'.
Afterwards, they create artwork in the style of famous artists or write short sentences about a character's feelings.
Staff use various approaches to assess how well pupils are learning. They adjust their teaching skilfully to address any gaps they find.
More widely, the school checks frequently how well the curriculum is working. It refines the curriculum in response to any issues these checks reveal. If pupils need extra help to keep up, they receive it promptly.
This includes pupils with SEND and disadvantaged pupils. Again, the school evaluates the effectiveness of the additional support it provides, making any necessary adjustments.
The school promotes a love of reading.
In the Reception Year, stories, rhymes and songs support children's learning in all areas. Throughout key stages 1 and 2, pupils listen to and read high-quality texts that link to the wider curriculum. Year 6 reading ambassadors read with their younger reading buddies regularly.
They oversee a 'reading cabin' on the playground. Skilled adults deliver daily phonics sessions. They teach early readers the knowledge they need to develop fluency and independence.
Staff spot pupils who need extra support with phonics and put this in place swiftly. If pupils with complex SEND cannot access phonics lessons, staff devise other ways to teach them. This enables all pupils to start learning the letters and sounds they need for early reading and writing.
Strong routines and adults' high expectations support pupils' exceptional behaviour. This starts as soon as children join the school. Children in the Reception Year know exactly what to expect and what the adults expect of them.
Throughout the school, pupils listen attentively to their teachers and embrace the tasks they are given enthusiastically. Pupils have highly positive attitudes. From Reception upwards, children learn to persevere with a task, even when it is tricky.
The school is determined to equip pupils with the skills and knowledge they need to be successful citizens of the future. The curriculum for personal, social, health and economic education teaches pupils about personal safety, healthy relationships and fundamental British values. Assemblies reinforce this.
In religious education, pupils learn about the major world faiths. Older pupils address complex issues such as religion-based peace and conflict. Clubs, trips, visitors and memorable activities enrich every area of pupils' learning.
The school's highly inclusive culture ensures that all pupils benefit from this impressive offer.
Governors bring a range of expertise and experience to their roles. They challenge leaders appropriately to ensure that the school's actions are having a positive impact on all pupils.
Governors and leaders are highly reflective. They are relentless in their drive and ambition to provide the best possible experiences for pupils.
