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Pupils enjoy attending this small, friendly and welcoming school. Working relationships between staff and pupils are nurturing and warm. This is because staff know pupils well and respond to their needs swiftly.
This contributes to pupils feeling happy and being kept safe at school.
Staff notice quickly if any pupil needs extra support, such as for their learning or behaviour. Pupils use the 'worry box' to let staff know if they have any concerns.
Pupils are sensible and respectful of others, and they are kind and considerate. The school community is calm and friendly.
Leaders have high expectations of pupils' learning and achievement.
Pupil...s achieve well across a range of subjects, including pupils with special educational needs and/or disabilities (SEND). They are proud of their learning, including children in Reception.
Pupils speak enthusiastically about the things they know and the cultural events they experience.
The school holds a regular 'Global Goals Day' to consider issues such as poverty and climate change. Pupils have a range of opportunities to take on positions of responsibility and leadership. These include being reading ambassadors, digital leaders or even part of the trust's youth advisory board.
What does the school do well and what does it need to do better?
Leaders have designed an ambitious and rich curriculum that meets the needs of pupils. The curriculum is structured around three key strands. These help pupils to develop their subject knowledge and skills and to learn about the world around them.
In the early years, adults help children to develop their language and communication skills well. Children explore and build their understanding of the world. Staff develop children's creativity with increasing independence through well-planned learning opportunities.
Outdoor spaces are well-resourced and have a clear learning purpose. Pupils are ready for the next stage of their education.
Pupils, including those with SEND, develop their knowledge in a broad range of subjects.
The school's curricular thinking enables pupils to build their knoweldge and skills in a coherent way from early years to Year 6. For example, in science, children in Reception learned about the lifecycle of a chick by looking after real chicks in school. This helped them to understand words such as 'hatching' and 'nest'.
By Year 5, pupils understand about the lifecycles of a range of animals and more complex vocabulary such as 'metamorphosis'.
Leaders know the needs of pupils with SEND and have high ambition for them. Individual support for pupils with SEND is well devised.
Pupils with SEND benefit from adaptations to teaching and resources that support them to learn well alongside their peers.
Reading is prioritised at the school from the very start of Reception. The school recently introduced new reading programmes for both younger and older readers.
This is leading to improved outcomes. Staff receive the training they need to become early reading experts. The school works proactively to develop a love of reading among pupils.
The well-stocked library sits in the centre of the school. Pupils read books from the 'literature cannon' and the 'global cannon'. Books such as 'The Great Food Bank Heist' and 'No Ballet Shoes in Syria' help pupils to develop their comprehension of language and the wider world.
In a small number of foundation subjects, the curriculum is not implemented securely in a way that is sufficiently ambitious for all pupils. As a result, pupils' quality of work does not match the aims of the curriculum. In these subjects, pupils do not deepen their subject-specific knowledge and skills.
The school has high expectations of pupils' behaviour and attendance. From the early years upwards, the school has strong routines that support pupils to behave well and to attend school regularly. However, there has been a significant increase in suspensions this year.
This is because a small number of pupils have not met the school's expectations for behaviour. The recently introduced behaviour strategy is starting to have a positive impact but is not fully embedded.
Staff develop pupils' understanding about the importance of making healthy food and lifestyle choices.
They teach pupils to stay safe, including online. They enable pupils to have an age-appropriate knoweldge of friendships and relationships. Pupils take part in lots of clubs and visits.
They visit the British Museum, Young Voices and the London Aquarium. Pupils in Year 5 recently took part in a 'Dragons' Den' day to develop pupils' entrepreneurial skills.
Staff appreciate leaders' support for their workload and well-being.
Leaders, including the governing body and board of trustees, have clearly structured roles that they use effectively to help the school improve its work further. The school recognises the need to work more closely with some parents and carers to enhance their confidence in the school's work.
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 foundation subjects, the curriculum is not securely implemented in a way that is sufficiently ambitious for all pupils. Some aspects of the curriculum are taught in less depth and with less rigour. As a result, pupils' quality of work produced and understanding of subject content are not in line with the aims of the curriculum.
The school needs to ensure that all subjects are implemented so that teaching supports pupils to develop the full range of subject-specific knowledge and skills. ? Some pupils have not met the school's expectations for behaviour, which has resulted in a signficant increase in suspensions this year. The school must ensure that recently introduced behaviour strategies are fully embedded across the school, and applied consistently by all staff.
• The school recognises that it is important to engage with parents so that they all have confidence in what it is doing. This has not always been the case in the past. The school should continue to communicate and collaborate with parents in order to support pupils in their learning.
