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Pupils are happy and safe. They value their warm, respectful relationships with staff.
The school has high expectations of pupils' behaviour. Pupils live up to these. For example, pupils know that they should 'think twice' before they say something to make sure it is kind.
Parents and carers value the school's high expectations of pupils' conduct and the wider opportunities the school provides.
Pupils know the school's distinctive values well. The school is determined that pupils will learn how to help and inspire others.
Older pupils are 'buddies' for younger pupils when they join the school. Some pupils share their learning with others, such as by ...running a 'French café' at a local feeder school. Other pupils have roles in the eco-club or are well-being ambassadors.
These opportunities develop pupils' leadership skills and their understanding of civic duty.
Pupils benefit from a range of extra-curricular opportunities. For instance, they enjoy performing in the annual school production and participating in house competitions.
Pupils appreciate trips, such as to places of local historical significance. Pupils develop their teamwork through sporting and outdoor pursuits.
What does the school do well and what does it need to do better?
Pupils learn a broad curriculum.
The school has sequenced well the order in which pupils learn. This begins in Year 5 and leads to what pupils need to know in Year 8. For example, in science, pupils learn about forces in key stage 2, which prepares them to learn about space in key stage 3.
In most subjects, the school has identified the key knowledge and skills that pupils should learn. In mathematics, for example, pupils learn mathematical facts, which they then use when solving problems. However, in some subjects, the school has not identified precisely what it is most important for pupils to learn and remember.
As a result, pupils do not develop detailed knowledge in these subjects. Teachers typically use assessment well to check pupils' understanding routinely and correct their misconceptions.
The school identifies accurately the needs of pupils with special educational needs and/or disabilities.
It works closely with parents and carers to review the support it provides to pupils. For most pupils, teaching is adapted well to meet their needs.
Most pupils are confident readers.
The school develops their enjoyment of reading, including reading fiction and non-fiction books. The school has recently introduced a programme to support weaker readers, but this work is in its infancy. Therefore, some pupils are not yet fluent readers.
The school has a calm and orderly atmosphere. Pupils follow routines well and have positive attitudes towards their learning. Bullying seldom occurs.
If it does, pupils and parents have confidence that the school will resolve issues swiftly and effectively. Pupils attend school regularly and are punctual.
The school has a carefully planned personal, social and health education curriculum.
Pupils learn about healthy relationships. They discuss ideas and issues sensitively and respectfully. Pupils learn how to keep themselves safe, including when online.
The school keeps the programme under review to ensure that pupils gain an age-appropriate understanding of risk.
Pupils learn how to be active citizens. For example, they vote for their school council representatives.
Pupils raise money for charities and pay tribute to others, such as by designing and laying wreaths for Remembrance Day. Pupils learn about difference and diversity through the books they read as a class.
Pupils benefit from an effective careers information, advice and guidance programme.
The school ensures that pupils learn about a range of future education, careers and training options, including apprenticeships. The school evaluates its programme and strengthens its offer when necessary.
Trustees and local governors understand their roles and perform these effectively.
They ensure that resources are well managed and statutory duties are fulfilled. School and trust leaders understand the school's strengths and where it needs to make further improvements.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some subjects, leaders have not pinpointed the knowledge that it is most important for pupils to learn and remember. Consequently, pupils do not build detailed knowledge in all subjects. Leaders need to ensure that planning supports pupils to build their subject knowledge in depth.
• Some pupils do not receive the support they need to improve their reading fluency and confidence. This hinders their learning in the wider curriculum. The school and the trust should ensure that there is an effective reading programme in place for all pupils who need it.
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