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They say they feel safe. Pupils talk with enthusiasm about school life. They are highly motivated to learn.
Pupils' behaviour and attitudes are excellent. From the early years to Year 6, pupils' behaviour in class, around the school and at breaktimes is exceptional. Pupils' relationships with each other and adults are strong and caring.
They treat one another with the highest levels of respect and courtesy.
Staff have high expectations. This includes for pupils with special educational needs and/or disabilities (SEND).
As a result, pupils concentrate on their learning and achieve well. Pupils... value the rewards they earn for doing their best. They have an active voice in the school council.
Pupils perform charity work in the local community and take care of the environment. They develop their talents and interests in music and sport. Pupils benefit from a range of visits that includes theatre trips and residentials.
Pupils enjoy making a positive contribution to the school as playground leaders and members of the eco council.
Parents and carers overwhelmingly value the work that the school does, a typical comment being, 'Isham is a lovely school providing a safe and supportive environment for my child.'
What does the school do well and what does it need to do better?
The curriculum has been carefully designed and is ambitious for pupils, including pupils with SEND.
The school has ensured that the knowledge they want pupils to learn has been sequenced logically so that pupils revisit and embed key concepts over time. For example, in the Reception year, pupils learn about movement and balance as well as how physical activity affects their heartbeat and breathing. By Year 3, pupils apply these skills to develop their ball control in invasion games such as football and basketball.
Pupils revisit what they have learned through regular memory tasks. This helps pupils know more and remember more. Teachers check to find out what pupils know.
In reading and mathematics, for example, teachers identify pupils who have gaps in their learning. These pupils receive extra support that helps them to improve.
Reading is a priority at this school.
Staff are trained to teach the systematic phonics programme to pupils at an early stage of reading. Daily phonics sessions are highly structured. Pupils read carefully chosen, engaging texts in their English lessons.
This helps them develop their knowledge of different genres of fiction as well as non-fiction. Pupils enjoy reading.
The school is ambitious for pupils with SEND to achieve well.
The school identifies pupils with SEND quickly. Plans to support their learning are clear and teachers use them well. Pupils with SEND access the full curriculum.
Teachers adapt their teaching to meet these pupils' needs. The school ensures that staff are trained to support pupils in lessons. It seeks appropriate advice from external agencies to support pupils' specific needs.
Children in early years have frequent opportunities to play and learn through well-planned activities. Staff prioritise children's personal, social and emotional development. Children demonstrate their learning by pretending to pack an imaginary rucksack to follow in the footsteps of Ernest Shackleton, playing fairies and wizards or combining conditioner and cornflour to make dough.
Through these activities, children learn to be curious, resilient and sociable. Staff engage meaningfully and purposefully with children. Routines are well established.
Pupils attend regularly. The work the school does with families is improving the attendance of some pupils who are absent from school too often. Pupils' positive conduct in and around school is exemplary.
Staff model good behaviour to pupils at all times. Older pupils with additional responsibilities in school support younger pupils at social times.
The curriculum provides many opportunities for pupils to experience the world beyond Isham.
Pupils learn about healthy relationships. They learn how to keep themselves healthy and safe. Residential visits widen pupils' horizons and develop their character.
Regular debates enable pupils to be tolerant and respectful of difference and of others. However, pupils' knowledge and understanding of some major faiths are not secure. Pupils speak confidently about British values.
The curriculum provides opportunities for pupils to become responsible and thoughtful citizens. Pupils experience a rich programme of activities, such as gymnastics, guitar and Young Voices.
Governors and members of the trust visit the school often.
They understand the school well and hold leaders to account effectively. Their evaluation of the school's strengths and areas for improvement is insightful. Governors and members of the trust fulfil their statutory responsibilities well.
Staff say leaders consider their workload and well-being. Staff enjoy working at the school.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The delivery of the curriculum to develop pupils' knowledge and understanding of different faiths and beliefs is not working as well as it should. Hence, pupils struggle to appreciate the differences between cultural and religious communities. The school should review this aspect of the curriculum so that pupils have a consistently secure knowledge and understanding of different faiths.
