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They value staff's care in the school. Teachers are encouraging and have high aspirations for all pupils. They help them to succeed in their learning.
Behaviour in lessons is calm and orderly. Pupils concentrate on their learning. In early years, children take turns and follow routines well.
Staff follow up any concerns that pupils may have quickly.
Leaders have high expectations for all pupils. This includes pupils with special educational needs and/or disabilities (SEND).
The school is a welcoming place. Working relationships between staff and pupils are positive.
Staff provide pupils wi...th many opportunities for wider enrichment.
This includes regular outings such as the residential visit for Year 6 pupils, which they enjoyed. Staff arrange many visits in the local area, which pupils spoke about enthusiastically. Pupils benefit from extra clubs, including during lunchtimes.
They can take on extra responsibilities, such as being members of the school council.
What does the school do well and what does it need to do better?
Leaders have designed a curriculum that is broad and ambitious. Typically, leaders have mapped in detail the exact skills and knowledge they want pupils to know and remember over time.
For instance, in mathematics, children build on their knowledge of fractions so that they can identify 'halves' in Year 1 successfully. As they move through the school, pupils gain strong mathematical understanding. For instance, Year 6 pupils converted between mixed numbers and improper fractions confidently.
In some subjects, leaders have not clarified in detail what they want pupils to know. As a result, teachers do not focus sufficiently on the key content they want pupils to remember. This limits pupils' deeper understanding over time.
Leaders identify any pupils who may have SEND. They work closely with outside agencies and put strategies in place to meet pupils' needs. Lessons are adapted appropriately to give pupils with SEND access to the full curriculum.
Generally, staff present information to pupils clearly. They check and address any misconceptions in pupils' understanding in a timely way. In early years, staff know pupils well and work closely with parents and carers.
Staff support children across all areas of learning effectively. On occasion, teaching in the school does not implement the intended curriculum securely, including for some pupils with education, health and care (EHC) plans.
Leaders make sure that there is a consistent approach to the teaching of phonics.
They have matched the books pupils read closely to the sounds that they know. Training in early reading has been a priority for all staff across the school. Parents are updated about how to help their children with reading through regular workshops and communication.
Staff identify any pupils who need additional support with reading. They support these pupils well so that they can catch up quickly. Staff promote a love of reading across the school.
Leaders make sure that pupils behave well. Any pupils who need extra support to manage their behaviour receive strong support and guidance. In early years, children cooperate well together and follow routines.
They use a range of resources sensibly. Adults support the development of children's independence. Leaders have clear systems in place to help pupils to attend school regularly.
Staff teach pupils about how to be safe, including online. They encourage pupils to eat healthily and to look after their mental health. Staff enable pupils to understand the importance of differences.
They provide many opportunities for pupils to learn about different religions, cultures and types of family.
Governors understand, and carry out, their role effectively. They hold leaders to account while also supporting them.
Staff are very proud to work at this school. They are grateful that leaders have taken steps to reduce their workload and said that their well-being is always a priority.
Safeguarding
The arrangements for safeguarding are effective.
Leaders have put strong systems in place to ensure that staff are well trained to identify and report concerns. They record any concerns meticulously and work closely with external agencies. Leaders make sure that families and pupils get the help they need.
Leaders know their school community well.
Pupils said that they would trust staff with any concerns they had.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some subjects, leaders have not identified the most important concepts they expect pupils to learn.
This means that teachers do not focus sufficiently on the important content pupils need to secure. As a result, some pupils struggle to deepen their understanding. Leaders should make sure that they make explicit what they want pupils to know and remember in these subjects.
• On occasion, teaching does not routinely deliver the intended curriculum well. This limits pupils' subject-specific knowledge and skills. The school must ensure that all teachers have the expertise and subject knowledge to meet the aims of the curriculum consistently, and to meet the needs of all pupils with EHC plans precisely.
