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Pupils thrive at this school. They are happy to attend because of the caring adults around them.
Pupils settle incredibly well and form strong relationships with their classmates and their teachers. The atmosphere is calm and respectful, and pupils demonstrate confidence and positive attitudes. Pupils have access to excellent opportunities to develop their individual passions.
They speak highly of their teachers and how they help pupils to feel safe.
The curriculum is highly ambitious. Pupils take part in learning with energy and enthusiasm.
The work they produce from a young age is of high quality, preparing them well for their next stage of schooli...ng. Pupils learn to share their ideas, opinions and feelings with maturity and empathy through activities arranged by the school. For example, pupils visit the Royal Courts of Justice to take on court roles and improve their understanding of the risks around online safety and cyber-bullying.
Pupils' behaviour is exemplary. Pupils are polite, kind and caring towards others. On joining the school they are quickly introduced to the key traits of confidence, resilience and respect.
Pupils soon understand these attributes and demonstrate them consistently throughout the school day.
What does the school do well and what does it need to do better?
Leaders have thought carefully about the curriculum to make sure it is ambitious for all. Across the range of subjects, the school has set out the key knowledge to be learned from the early years to Year 6 and organised this in a clear way.
This means that pupils can practise and become confident at what they have learned before moving on to more advanced aspects of the curriculum. Pupils have access to a broad range of subjects and experiences to strengthen their learning.
The school ensures that pupils build on their learning step by step, even those who join the school after the start of the school year.
Teachers benefit from high-quality support and training to build up their expertise, and as a result they are very knowledgeable about the areas they teach. They confidently identify when pupils have misunderstandings and quickly respond by helping to close any gaps in knowledge and understanding. This means that pupils remember what they have been taught over time.
For example, in mathematics, teachers are careful to ensure that pupils are fluent in number facts at the start of lessons before moving ahead.
Leaders have made it a priority to widen pupils' vocabulary. The curriculum sets out clearly exactly which subject-specific words pupils are expected to understand at each stage.
The words they go on to learn are ambitious. Leaders expect all pupils, including those with special educational needs and/or disabilities (SEND), to achieve the same high standards in this regard.
Reading is a high priority for the school.
Pupils begin learning phonics from the beginning of their time at the school. Teachers have been trained to teach phonics using precise methods. As a result, pupils learn to read quickly and fluently.
When a pupil needs more assistance, leaders waste no time in identifying the gaps in their knowledge before putting effective support in place. Pupils with SEND are accurately assessed to identify their reading needs and are quickly helped to become fluent. Pupils develop a true love for reading.
Older pupils independently choose books of interest and can discuss them at length and with passion.
The school has a simple and effective approach to behaviour management. Pupils are 'ready, respectful and safe' in how they interact with each other and with staff.
Disruption in class is very rare, with pupils' attitudes being positive and focused on their learning. In the early years, children settle quickly, and transitions between activities follow clear routines. Pupils are taught to be kind and empathetic in the way they treat their friends.
Leaders have been successful in reducing levels of pupil absence, and work well with families to reinforce high expectations for attendance.
Pupils benefit from an exceptional programme to support their personal development. Leaders' vision is to build pupils' self-confidence and their ability to express a range of emotions.
Teachers use interactions powerfully to achieve this. For example, the school runs a life skills programme to promote social, cognitive and emotional skills from a young age. Pupils receive weekly lessons explicitly teaching them how to be cooperative, courageous and encouraging in their attitudes.
A well-attended range of clubs and activities help pupils, including those with SEND, to discover and explore their talents and interests.
Leaders are thorough in ensuring that the views of parents and carers, pupils and staff are considered thoughtfully. They are proactive in identifying areas where the curriculum can be strengthened.
Teachers are happy to be at the school, and feel well looked after and supported in performing their roles. This includes teachers at the start of their careers, who receive strong guidance and training.
