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Evidence gathered during this ungraded (section 8) inspection suggests that the school's work may have improved significantly across all areas since the previous inspection.
The school's next inspection will be a graded inspection.
The executive headteacher of this school is Lisa Tweed. This school is a member of the Unity Schools Partnership, which means other people in the trust also have responsibility for running the school.
The trust is run by the chief executive officer, Dr Tim Coulson, and is overseen by a board of trustees, chaired by Chris Quinn.
What is it like to attend this school?
Pupils flourish at this school. They love learning.
Pupils tre...at each other and adults with kindness and courtesy. They look out for and help other pupils. Older pupils help younger pupils at playtime.
If pupils are worried or find it hard to focus in lessons, caring staff provide them with the precise support they need. This helps pupils 'believe, bounce, grow'.
The school has very high expectations of how well all pupils can achieve.
Pupils strive to meet these expectations. They work very hard in lessons. Because of the excellent quality of teaching, and the personalised support they receive, pupils achieve very well here.
This includes the many pupils who join the school after the start of Reception.
Pupils broaden their interests when they participate in an extensive range of 'enrichment' sessions each week. These range from gymnastics to origami and making podcasts.
Pupils have many opportunities to develop their self-confidence and oracy. They contribute to important decisions in school, for instance, on rewards for positive behaviour.
Pupils learn how to look after their mental and physical well-being.
They learn how to keep themselves safe when they learn about online safety, and the importance of personal space.
What does the school do well and what does it need to do better?
The school's ambitious, broad curriculum is precisely designed to help pupils build and remember important knowledge over time. The school identifies what pupils need to learn, including the most important subject specific vocabulary pupils need to know.
Teachers introduce new curriculum content clearly, rigorously checking that all pupils have grasped the intended learning curriculum. Pupils practice applying what they learn, discussing their ideas with partners, making predictions and solving complex problems. If pupils have gaps or errors in what they understand, teachers spot these quickly.
They adjust the teaching, revisiting key points when necessary. This ensures that pupils' learning is secure so that they can move onto new learning at an appropriate rate.
When pupils need additional support, staff break down key learning with real skill, both in lessons and in 'keep up' and 'catch up' sessions.
Pupils receive clear feedback from teachers. They use this to improve their work. Consequently, pupils make excellent progress from their starting points.
Pupils with special educational needs and/or disabilities (SEND) get exceptional support, including in the Apex. The school swiftly and accurately identifies pupils' needs. It ensures that the teaching they receive, and any additional help, precisely matches these needs.
This ensures that all pupils successfully access the curriculum equally as well as their peers.
Pupils really enjoy reading here. They are fascinated to learn about other cultures through a range of texts from around the world.
Children get a very solid foundation in reading. They learn phonics from the start of Reception, learning to blend sounds into words. 'Struggling readers' receive precise support that helps them become increasingly accurate and fluent.
As pupils learn to read, they apply this knowledge to letter formation and then onto sentence writing. As pupils move through the school, they learn to express their ideas clearly and accurately. Pupils learn to write very effectively.
Pupils enjoy coming to school. They enjoy learning, playing, and taking part in events, such as dressing up as ancient Egyptians. As a result, they attend very well.
Staff have very clear, well-understood, expectations for how pupils should conduct themselves. They are relentlessly positive in encouraging and recognising good behaviour. If pupils make mistakes, staff work with them to find ways to improve.
Consequently, pupils' behaviour is exemplary.
The school's personal development programme fully equips pupils to be active citizens and positive role models. Pupils fully understand the importance of their own, and others' rights.
They learn about democracy and the importance of diversity. Pupils develop a strong sense of right and wrong. Pupils and staff form 'solution circles' to discuss ways of further improving the work of the school.
This means that pupils are very well prepared for life in modern Britain.
The school works tirelessly, and with real impact, to ensure that every pupil succeeds academically and personally. The school is always looking for ways to move its practice forward.
Governors and trustees rigorously check the work of the school, including that it fulfils its statutory duties.
Staff are fully valued here. Staff turnover is very low.
There are many opportunities for teachers to work together to develop their knowledge and leadership skills. For example, the knowledge gleaned from working with pupils with communication and interaction difficulties in the Apex hub helps develop the school's support and the curriculum for pupils in the rest of the school.
Safeguarding
The arrangements for safeguarding are effective.
Background
Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.
This school was, before September 2024, judged to be good for its overall effectiveness.
We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.
We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the first ungraded inspection since we judged the school to be good for overall effectiveness on 6 and 7 November 2019.
