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Pupils at this school experience an education that immerses them in a rich set of values. Pupils regularly and proudly celebrate how they embody traits, such as kindness, resilience and ambition.
The school's work to develop pupils' character is purposeful and of particularly high quality.
The curriculum is highly ambitious for all pupils. This includes pupils with special educational needs and/or disabilities (SEND).
Pupils enjoy learning the curriculum. Overall, they achieve well across subjects. Adults support pupils well in lessons.
Relationships between pupils and staff are positive and caring. The school is a highly respectful place to be. ... Behaviour, both inside and outside of lessons, is very positive.
Pupils show a consistent keenness and determination to learn. The school works successfully with parents and carers, pupils and teachers to support the high attendance of pupils. Pupils are kept safe at the school.
The school also ensures that they learn how to keep themselves safe.
Leaders have prioritised the personal development of pupils. The school ensures that pupils take part in a wide range of clubs that are closely matched to their interests.
Pupils embrace their various leadership roles, such as school councillors, house captains and lunchtime monitors.
What does the school do well and what does it need to do better?
The curriculum is ambitious for all pupils. Overall, the school ensures that pupils learn this curriculum well, especially in English and mathematics.
Pupils' learning is checked carefully and teaching supports them to develop and apply their knowledge effectively. Outside of the English and mathematics curriculum, the school's work to check and make sure that pupils understand what they have been taught is not as securely embedded. Occasionally, the curriculum does not effectively support pupils to commit learning to their long-term memories.
This means that there are times when pupils are not able to build on secure prior knowledge and make progress through the curriculum.
Reading is prioritised across all subjects. Pupils' accuracy, fluency and confidence in reading are developed very well.
Leaders ensure that the teaching of the reading curriculum meets the school's high expectations. For instance, teaching regularly helps pupils to understand and practise what they are being taught. Staff carefully check pupils' learning to identify any gaps in knowledge.
Staff address any difficulties quickly to ensure that pupils are confident and ready to move on to new learning. Pupils enjoy reading.
The school has worked carefully to support the learning of all pupils.
Pupils who need additional help to learn the curriculum are identified and supported well. For example, in classrooms, adjustments to tasks, resources and teaching all help pupils with SEND to understand and master the same curriculum as their peers.
Both pupils and staff have a strong understanding of the school's high expectation of behaviour.
This contributes significantly to the school being a positive learning environment, where everyone supports each other. Pupils work well with their peers and their teachers. Pupils are kind to one another.
For example, they support those newest to the school to fully join in lessons, enrichment activities and playtimes.
The school's work to promote pupils' personal development and welfare is exceptionally high quality. This work, including the ambitious wider curriculum offer, purposefully enriches and extends pupils' experiences.
The school makes sure that these opportunities are open and accessible to all. Pupils relish taking part in the experiences provided, from clubs for debating, chess and sports, to the string ensemble and newspaper club. In addition, careful thought has been given to offering experiences that will support pupils to blossom into respectful and caring citizens.
Roles such as play and reading leaders and ambassadors for Spanish and science help pupils to develop and practise leadership skills. In taking on these additional responsibilities, the school builds pupils' awareness of how they can positively help each other and the whole community.
Leaders develop staff professionally and support their well-being.
The governing body provides strong support and guidance to the school. As a team, the leaders and the governing body check closely on the ongoing success of the school.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• For some subjects, the curriculum is not as effective as it could be in supporting pupils to remember their previous learning over time. Sometimes, this makes it harder for pupils to build upon their prior knowledge and link what they have been taught before with new ideas that they learn in a subject. The school should ensure that the curriculum enables pupils to secure their recall and understanding of what has been taught, so that pupils remember more of the curriculum over time.
