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Leaders understand their community well. They provide pupils with the support and challenge required to be successful in modern Britain. Pupils learn to recognise and challenge stereotypes.
Leaders' 'vehicle' for achieving this is the curriculum. The key drivers for success, 'diversity and career ambition', are woven throughout the curriculum. All staff understand the significance of these drivers.
Subject leaders provide opportunities for pupils to explore what careers could be possible with success at school. For example, healthcare professionals and firefighters talk to the pupils about their roles.
Staff provide pupils with a wide range of opportunities t...o take responsibility.
The 'Diversity Group' work hard to explore ways to ensure that pupils feel welcome. 'Eco-champions' encourage pupils and staff to be more environmentally aware. They introduced bins to recycle waste.
Learning champions explore how to make experiences in the classroom more engaging.
Leaders care about pupils' well-being. Pupils use 'worry monsters' to help them share concerns.
They are confident that staff will support them. Pupils feel safe. The 'Well-Being Café' run by the 'Well-Being Champions' enables pupils to talk about their feelings.
One parent, whose view was typical of many, stated: 'This school cares for its pupils and their development.'
What does the school do well and what does it need to do better?
Leaders are ambitious for pupils to learn to read as soon as they start in the nursery. Skilled staff ensure that books match the needs of pupils.
Staff identify when pupils fall behind. Pupils receive the support they need to catch up. Leaders have sought external support to further develop staff expertise.
Leaders are keen to ensure that parents and carers can support their child at home. Workshops provide parents and carers with the information they need in the Early Years Foundation Stage (EYFS).
Pupils enjoy reading.
Pupils, including a small number of reluctant readers, benefit from listening to teachers read to them. Leaders have ensured that pupils read a wide range of books. These books support learning throughout the curriculum.
Books introduce pupils to a range of social issues. Teachers use these skilfully to enable pupils to learn about mental well-being and how to develop resilience. Pupils relish the opportunity to visit the library regularly.
Leaders ensure that the curriculum supports pupils and the community. It prepares pupils for future life. Subject leaders have organised the curriculum in such a way as to help pupils build their knowledge over time.
Teachers use 'reactivate' questions to help pupils recall prior knowledge and link it with current learning. Teachers do not always ensure that the tasks pupils complete in lessons help them to learn the intended curriculum as well as they could. In a small number of subjects, not all teachers are as ambitious as they could be for all pupils, particularly the most-able pupils.
Subject leaders liaise with external organisations to enhance their subject. For example, in science they linked with a local business to explore 3-D printing.
Children in early years settle well.
Leaders are ambitious for all children. They have established routines. Leaders have designed a well-sequenced curriculum.
They plan activities that promote creativity. Children engage with these activities both collaboratively and independently. Children learn to communicate well with each other.
For example, they are keen to share their learning about the life cycle of frogs at their frog pond in the forest school. The outside environment encourages children to be inquisitive.
Pupils with special educational needs and/or disabilities (SEND) are well supported.
Leaders swiftly identify these pupils' needs. Leaders establish achievable and meaningful targets. These are well communicated to all relevant staff.
Leaders ensure that teachers appropriately adapt learning so pupils with SEND access the full curriculum. As a consequence, pupils with SEND achieve well.
Leaders have high expectations of pupil behaviour.
Clear routines are well established. The school environment is quiet, calm and orderly. Pastoral support is effective.
Pupils talk positively about the support they receive. They learn how to manage their feelings. Pupils are polite and make visitors welcome.
Leaders ensure that the curriculum prepares pupils for life in modern Britain. The well-structured curriculum provides opportunities for pupils to explore difficult topics such as protected characteristics. As a consequence, pupils have a sound understanding of equality and diversity.
Pupils feel well prepared for their next phase of education and life.
Senior leaders have managed necessary change well. Leaders are outward looking and seek appropriate support to enable improvement.
Staff well-being has the highest priority. Staff appreciate the time provided to undertake their leadership responsibilities. Governors understand their roles and responsibilities.
They hold leaders to account effectively.
Safeguarding
The arrangements for safeguarding are effective.
There is a strong culture of safeguarding throughout school.
Systems for recording safeguarding concerns are rigorous and thorough. All staff understand their roles and responsibilities. They recognise any signs of potential harm.
Daily 'touch base' sessions ensure that all staff have the information they need to support vulnerable pupils. Leaders regularly monitor records and ensure that pupils and families receive the support they need. They tenaciously pursue wider agencies.
Pupils feel safe. Should bullying occur, pupils are confident that staff will deal with it. Pupils know how to keep themselves safe when learning online.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a small number of subjects, not all teachers are as ambitious as they could be for all pupils, particularly the most able. This means that some pupils do not achieve as well as they could in these subjects. Leaders should ensure that all teachers have the expertise to design learning opportunities which are ambitious for all pupils.
• Teachers do not always ensure that the tasks pupils complete in lessons help them to learn the intended curriculum as well as they could. As a result, some pupils develop misconceptions. Leaders should ensure that teachers are consistently matching the tasks that pupils complete to the aims and ambitions of the curriculum.
