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Pupils relish the friendly, can-do atmosphere at this school. They know that staff care about them. They respect their teachers and appreciate that they make learning fun.
Pupils are unanimous that the headteacher has made sure the school has got better and better.
Leaders want pupils to 'Dream Big and Aim High'. Topics pose interesting questions.
Exciting books, visits and experiences bring learning to life.
Pupils are proud to take on responsibilities. They enjoy caring for the school's guinea pigs.
Older pupils support younger pupils well at lunchtime. They help with routines and lead discussions about the 'question of the week'.
...>Pupils behave well.
They think rules are fair and enjoy rewards for 'going for green'. Pupils say that bullying does not happen. If people are silly, they say it is quickly sorted out.
Leaders have created a climate where pupils feel safe and are keen to learn.
What does the school do well and what does it need to do better?
Leaders make sure that all staff meet their high expectations. This has improved the quality of education throughout the school.
Leaders have made sure that topics interest pupils. Pupils remember what they have been taught. Pupils talked about history topics they learned about last year.
For example, they told me about Mayan rituals. They also explained the use of corporal punishment in Victorian schools. They were not as confident to make connections between different historical events.
Leaders have set out clear guidance on what teachers should cover in all subjects over time to help pupils understand better and remember more.
The Flying High Trust provides ongoing training from subject specialists. Teachers have good subject knowledge.
They use this to help pupils make links and build on what they know. This is improving pupils' understanding. For example, the religious education (RE) leader was clear about what she wanted pupils to learn last year.
Pupils recalled learning that Shabbat is the Jewish day of rest. They then linked this to recent learning about creation and God taking the seventh day as a day of rest. Subject leaders receive specific training.
They are starting to help other teachers to fine tune what they teach, so pupils achieve the best they can.
All staff are clear about the importance of reading. Leaders ensure that phonics and early reading are well taught from the start.
This has ensured that the majority of pupils' reading is appropriate for their age. Where this is not the case, leaders are quick to ensure that further support helps pupils to catch up. All teachers read high-quality books to pupils.
Pupils are keen to read. Parents and carers appreciate the helpful guidance they are given to support their children.
Teaching in mathematics is well sequenced.
Pupils build fluency in number skills and confidence in solving increasingly demanding problems. Pupils are well prepared to take on new learning as they get older.
In early years, children are safe and happy.
They quickly learn the routines of school life and settle in confidently. They gain a secure foundation in reading and mathematics. They enjoy the interesting activities on offer.
Pupils are given many opportunities to develop as happy, healthy, thoughtful individuals. These include residentials, topic celebration events, visits to different places of worship and organising charity fund-raising.
Staff share leaders' ambitions to go the extra mile.
Leaders take staff's well-being seriously. Staff appreciate the training they receive.
Safeguarding
The arrangements for safeguarding are effective.
Staff know pupils well. Staff take each pupil's welfare seriously.
Leaders make sure that all staff are well trained.
Staff are vigilant and are quick to share any concerns. Some staff have had training to give extra emotional support for pupils who need it.
Leaders work well with other agencies and organisations.
They ensure that pupils and families get help when needed.
Leaders are aware of the risks that pupils may face, including those online. For example, pupils know that they should not share personal information online.
Pupils also learn about water and fire safety.
What does the school need to do to improve?
(Information for the school and appropriate authority)
Leaders have made a good start in developing a coherently planned and well-sequenced curriculum which ensures that most pupils learn well and complete their programmes of study across a broad range of subjects. Leaders should now refine the curriculum by identifying the most important knowledge that pupils should acquire in each subject and ensuring that this knowledge is revisited frequently enough so that pupils, including those with special educational needs and/or disabilities (SEND), know more and remember more.
. The headteacher, deputy headteacher and trust have worked hard to develop staff's subject knowledge and pedagogy throughout the curriculum. Curriculum leaders should now ensure that teachers, including those in early years, have a strong understanding of the knowledge that pupils have been taught previously so that the work they undertake is increasingly demanding over time.
