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The school provides a warm and welcoming learning environment for its pupils. Leaders create a strong culture within the school through its values of belonging, respect, compassion, collaboration and ambition.
The school ensures that all members of the community feel valued, for example through the diverse texts that are read in class and the International Mother Language Day. The school provides well-thought-out support to families, for example adult education classes in English, mathematics and digital skills.
The school has created a broad and ambitious curriculum from Nursery to Year 6.
The impact of this curriculum is increasingly demonstrated through pu...pils' work and published outcomes in national tests. Leaders have high expectations of pupils, including those with special educational needs and/or disabilities (SEND). Pupils rise to those expectations.
Their behaviour in class and around the school is exemplary. Pupils are polite and respectful to adults and each other. They know that they can talk to an adult if they have any concerns.
As a result, pupils feel happy and safe in school.
The school encourages pupils to become active citizens who have a voice in their school. Pupils can join the school parliament.
Older pupils can apply to join the junior leadership team and become sports leaders, digital leaders or school librarians.
What does the school do well and what does it need to do better?
Leaders have made reading a big priority. The recently introduced phonics programme is now fully embedded.
As a result, outcomes in reading for younger pupils have improved. In Nursery, children listen to stories, poems and rhymes. Pupils learn formal phonics from the start of Reception.
All staff, including teaching assistants, are early reading experts. Pupils who struggle with reading receive effective support and intervention. The school promotes a love of reading through the high-quality texts in lessons, including in the early years, and the well-stocked library.
Older pupils act as reading mentors for younger pupils.
Across the wider curriculum, leaders have carefully selected the knowledge and vocabulary they want pupils to learn. The school sequences the order in which pupils should learn key subject content.
For example, in languages pupils start learning basic Spanish in Reception. In Year 1, pupils learn Spanish songs before building on strong foundation in key stage 2 to know about numbers, salutations, and days of the week. By Year 6, pupils can write an autobiographical paragraph in Spanish.
Staff develop pupils' mathematical skills effectively. For example, in Reception children learn different ways to make the number six. By Year 6 pupils can interpret complex data in a range of graphs.
The curriculum is suitably adapted for pupils with SEND. Pupils who struggle to access the curriculum receive strong support. Pupils' additional needs are identified quickly and supported effectively.
Teachers have strong subject knowledge. They check pupils' understanding carefully to identify and correct any mistakes. Activities in the early years are designed well to include the key vocabulary children need for Year 1.
Occasionally, in some subjects systems to build more ambitious knowledge and understanding of the curriculum are not fully embedded. This means that some pupils do not develop the deeper subject knowledge and understanding required to progress further in their learning.
The school operates a highly effective behaviour strategy.
Pupils learn how to manage their emotions positively. The school has clear boundaries and consequences. Staff praise pupils when they get things right.
The school supports any pupils that struggle with behaviour very effectively. Pupils are motivated in lessons and proud of their learning. Children in early years listen to adults attentively.
Staff enable children to maintain their attention well and take turns with each other. Pupils' attendance was affected by the pandemic. However, the school has taken appropriate, swift, and effective action.
As a result, there have been significant improvements to pupils' attendance since last year.
The school promotes the personal development of pupils in many ways. Pupils undertake a range of trips, for example to places of worship such as a Hindu temple, synagogue, mosque and church.
They can take part in a range of clubs, including Taekwondo, cheerleading and drama.
In personal, social and health education (PSHE), pupils learn about discrimination, healthy relationships and keeping themselves safe online. However, at times the PSHE curriculum is not implemented as rigorously as leaders would like.
This means that some pupils' recall of some important content is not secure.
Leaders reflect on their work and utilise support from external partners. Staff are very positive about leaders' support for their workload and well-being.
They feel listened to, cared for and appreciated. The school benefits from the support of the federation, particularly with staff training and development.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Occasionally, in some subjects systems to support pupils' development of more ambitious knowledge and understanding of the curriculum are not fully embedded. This means that some pupils do not develop the deeper subject knowledge and understanding required to progress further in their learning. The school must ensure that teaching implements the ambitious curricular goals more consistently and systematically so that pupils are able to deepen and extend their learning.
• At times, the PSHE curriculum is not implemented as rigorously and consistently as the school would like. This means that pupils are not able to recall some important content well. The school must ensure that the teaching of the PSHE curriculum is prioritised in all classes so that pupils can recall the key knowledge that prepares them for life in modern Britain.
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