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They say that they feel safe and that teachers look after them. Pupils are very understanding and tolerant of others. They say that learning to get on with other people in this way 'gets us ready for the future.'
The school's values shine through in the way that they develop pupils' character.
Pupils told inspectors that behaviour in school is good. Inspectors agree.
Pupils behave well in lessons. This begins in the early years. Pupils show good manners and follow routines well when moving around school.
They can talk about different types of bullying, but say that this rarely happens. One pupil said that, if ...bullying did happen, staff would 'take rapid action.' Others agree.
Leaders have high expectations for all. This includes pupils with special educational needs and/or disabilities (SEND). However, leaders do not check that teachers always implement the planned curriculum.
The way in which the curriculum is organised also means that sometimes pupils miss important learning in different subjects.
Leaders know the pupils well. They want pupils to experience opportunities to help them develop.
However, some activities that stopped as a result of the pandemic have not restarted.
Parents appreciate the support that leaders offer to pupils and their families. One parent said that, 'Most of all, my children's feelings and wishes are listened to.'
What does the school do well and what does it need to do better?
Leaders have created an inclusive environment where pupils feel listened to and supported. Leaders want pupils to enjoy opportunities they might not otherwise experience. For example, players from a local football team coach pupils.
Pupils respond enthusiastically to the healthy eating challenge that the football players have set. They know the value of exercise and looking after themselves. Leaders also teach pupils to be accepting and tolerant of individual differences.
Pupils are respectful of others and understand that this will help them in later life.
Pupils enjoy lessons. They say that teachers make learning fun.
Leaders have thought about what pupils need to learn, and how. However, this is not always implemented as intended. For example, in phonics, there is some inconsistency in the way pupils are taught to read.
As a result, pupils use different strategies to help them read unfamiliar words, not all of which are effective. Some pupils rely on staff to do this for them. Similarly, in early years, there are some inconsistencies in how curriculum intentions are followed.
Some opportunities to develop language and vocabulary are missed. However, leaders do identify when pupils fall behind in reading. They put in support to help pupils to quickly catch up.
Leaders recognise that there is work to do on the curriculum. This includes how they organise the curriculum. Recent long-term absences from some leaders and staff have made it difficult to move some of this work forward at the necessary pace, but this is now starting to happen.
In some subjects, pupils can miss out on important learning. Some subjects are taught intensively over short periods of time and then not taught again until later in the year. Leaders know that this leads to gaps in pupils' knowledge because, for some subjects, there is a long time between lessons.
If pupils are absent from school, they may miss some subjects altogether for long periods of time. Currently, leaders do not make sure that teachers identify and fill any gaps, which makes it more difficult for pupils to build on prior learning.
Leaders prioritise pupils' personal and social development.
They use the local area to enrich the curriculum. For example, pupils have walked to the River Stour. They have investigated plants and flowers in the church yard next door.
Although the annual residential trip is not going ahead, leaders have planned a day trip to an activity centre. Leaders organised an online author visit. However, pupils and parents say that they would now like clubs to restart.
Staff develop positive relationships with pupils. There are clear routines and pupils follow these carefully. As a result, lessons are calm and children listen to their teachers.
Pupils have positive attitudes to school. They are keen to learn and do well. For example, pupils who find learning to read a challenge know that it is important that they do learn to read.
They say that this will help them to read important information when they are older. Leaders and staff have high expectations for all, including pupils with SEND. Leaders have a detailed knowledge of the needs of pupils with SEND.
They ensure that the support they receive is effective and appropriate.
New governors are committed to the school. They recognise that there is work to be done.
However, a shortage of governors and a previous lack of understanding of the role have impacted on the support and challenge that they have been able to give to leaders. Governors are mindful of the workload of staff, particularly leaders.
Safeguarding
The arrangements for safeguarding are effective.
Leaders and staff know pupils well. They want pupils and their families to thrive. Staff receive up-to-date training.
They know what do if they have a concern. Leaders follow all concerns up swiftly. They involve external agencies when appropriate.
Pupils are taught how to keep themselves safe and healthy. They understand online safety and risks in the local community. Staff also teach them about healthy relationships.
All the required checks on adults in school are carried out correctly. Accurate records are kept.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Governors have yet to provide sufficient support and challenge for senior leaders to make the improvements needed.
This means that some aspects of the school's work are not given sufficient scrutiny, challenge or support. Governors should complete the process of recruiting a full governing body with the necessary skills and knowledge to support leaders and ensure pupils receive a good quality of education. ? While leaders have given thought to the curriculum, they have not evaluated carefully enough how the organisation of the curriculum can lead to gaps in pupils' learning.
Currently, some pupils can miss important parts of the curriculum, or go for a long time without learning a subject. Leaders should develop the structure and organisation of curriculum subjects so that pupils do not miss significant parts of it, and do not go for long times without studying a subject. This is to ensure that pupils have greater continuity in their learning across the curriculum and can build on prior learning.
• Leaders do not check and monitor effectively enough that teachers are implementing the intended curriculum, including the phonics curriculum and in the early years. As a result, they do not identify where support and challenge are needed. Leaders should improve their monitoring and use what they find to support teachers more effectively in understanding how to implement the intended curriculum.
• Leaders have not yet returned to their previous offer and range of clubs and other enrichment activities post-pandemic. As a result, opportunities for pupils to develop their skills and interests beyond the taught curriculum have slowed. Leaders should consider pupils' needs and implement an appropriate range of enrichment activities to further broaden pupils' development.
