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Community is at the very heart of this small village school. Pupils, staff and parents appreciate and value this aspect of the school.
Pupils appreciate the help, care and support that staff provide. Indeed, many pupils say that the best thing about the school is the staff. Pupils know that if they have any concerns, there are trusted adults that they can talk to.
As a result, pupils feel safe.
The school has created a positive and vibrant environment. Pupils are keen to do well and enthusiastic about their learning.
They are resilient. Pupils know that at times learning can be hard but recognise the importance of practice and not giving up. At socia...l times, pupils play and interact well with one another.
This starts in the early years, where children learn to develop positive relationships with their peers. They learn how to share, take turns and work cooperatively.
Pupils enjoy attending a range of extra-curricular activities.
They participate in chess, craft, badminton, gymnastics and football. The school is passionate about making sure pupils have the opportunity to experience clubs and represent the school in sporting competitions. This helps pupils to develop their talents and interests.
What does the school do well and what does it need to do better?
There have been significant changes in staffing since the last inspection. Nonetheless, the leadership team has driven curriculum improvement at a rapid pace, ensuring that there is a shared vision of ambition for all.
The school curriculum identifies the content that pupils need to know and remember in each subject.
It identifies the small steps in learning that pupils need to take so that their learning develops over time. Teaching helps pupils to review and revisit what they have learned. This helps pupils to build on what they already know so that they know more and remember more.
Writing has been a significant focus. The school has developed a curriculum for writing to develop the quality of pupils' written work. Pupils apply their writing skills across other curriculum subjects.
Pupils write for a variety of purposes and transfer the skills that they learn in the writing curriculum to other subjects.
The school prioritises reading. This begins at the start of Reception.
Daily phonics lessons help children to develop the skills they need to learn to read well. Pupils read books that match the sounds that they know and have learned. This helps them to read with growing confidence and fluency.
Pupils who fall behind in phonics, quickly get the help they need to catch up. As a result, pupils learn to read well.
Pupils learn from a wide range of high-quality books and authors.
Staff use these books to enrich pupils' learning in a range of subjects. Many pupils enjoy reading.They talk enthusiastically about the books they have read and their favourite authors.
This helps them to develop a love of reading.
Most teachers use assessment well to check what pupils know and remember. They identify where pupils have gaps in their knowledge or where there are misconceptions.
They ensure that subsequent teaching helps to address this. However, at times, learning activities and resources are not well matched to what pupils need to learn. When this happens, pupils, including in the early years, do not learn as well as they could.
The school is highly inclusive. Staff know pupils well and swiftly identify pupils with special educational needs and/or disabilities (SEND). Staff have the training they need to appropriately adapt learning to support all pupils to learn the broad and balanced curriculum.
They carefully consider what resources or support will help pupils with their learning. For example, pupils use the 'enable table' where they self-select additional resources such as manipulatives in mathematics to help them with their learning.
The school sets high standards for behaviour that are well known and understood by all.
As a result, the school has a calm and orderly environment. Pupils are well mannered and polite. Disruptions to learning are rare.
The curriculum extends beyond the academic to help pupils to be fully prepared for the next stage in their education and for life in modern Britain. The school values of respect, resilience and kindness thread though the school and help build pupils' moral and social development. As a result, pupils understand differences and the importance of treating everyone fairly and respectfully.
Pupils enjoy a range of leadership opportunities that include the school council, the eco team and sports ambassadors. Through the buddy programme, older pupils are effective role models to children in Reception. This helps pupils to develop a strong sense of responsibility and to be active citizens in the school.
Staff are overwhelmingly positive about the school. They recognise that there has been significant change and appreciate the care and support that leaders have for their workload and well-being.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• At times, learning activities do not match the ambition of the curriculum or support pupils' learning and development effectively. This mean some pupils do not learn as well as they should, including in the early years. The school should continue to provide support and guidance to staff to ensure they have the expertise to deliver the curriculum effectively, with a sharp focus on ensuring activities match the next steps in learning.
