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They run through the gates every morning, excited to play and learn in the school's supportive environment.
The school's values permeate everything that happens here. Pupils learn what they mean, for example equality and diversity.
They demonstrate them in their day-to-day activities. Pupils love the 'values tea-parties' at the end of each term, when values champions are rewarded and recognised for their efforts.
The school is highly inclusive.
Adults are ambitious for every pupil. Pupils with special educational needs and/or disabilities (SEND) and those who are disadvantaged get extensive and eff...ective support to be successful learners. Most pupils achieve very well, thanks to the school's high expectations of them.
Pupils' well-being is a top priority. There is a strong pastoral team, which includes the school dog and guinea pigs. Nurture breakfast and lunchtime clubs teach pupils vital social and emotional skills.
Pupils enjoy an extensive range of extra-curricular activities. They can try new sports and activities, such as archery, basketball or Indian dance. At a writing club, pupils learn from a published author.
Music has a high profile. Pupils can sing in the school choir or perform in a rock band. Various leadership roles develop pupils' sense of responsibility.
What does the school do well and what does it need to do better?
From the moment they join the school in Nursery, children's learning is set out precisely in an ambitious and creative curriculum. The early years curriculum prepares children exceptionally well for their later learning. For example, in an 'Explorers' topic, Reception children learn about weather and climate in different parts of the world.
High-quality stories support this learning. This gets children ready for the key stage 1 geography curriculum.
The school's creative approach to the curriculum continues in key stage 1.
The curriculum sets out the essential knowledge and skills pupils should learn. Teachers deliver sequences of lessons that support pupils in achieving the curriculum aims through stimulating activities. The lessons build on pupils' existing knowledge, both indoors and outdoors.
Teachers observe pupils closely, using pupils' responses to questions and recorded work to check how well pupils are learning. They adjust their lessons as needed. As a result, pupils achieve increasingly and, sometimes, exceptionally well.
Reading is at the heart of the curriculum. In the early years, children listen to and join in with a wide range of high-quality stories. These develop their language and communication skills.
In Nursery, children identify the sounds and letters that make up words. They practise mark making and develop the physical skills needed for early writing. In the Reception Year and Year 1, skilled adults expertly deliver daily phonics lessons.
They check pupils' understanding often and put effective support in place for those who need it. The school's actions to improve reading outcomes have had a marked effect. By the end of Year 1, most children are ready to become confident and fluent readers.
In the early years, adults set up clear and consistent routines. These help children to understand what is expected of them. Throughout the school, relationships are warm and respectful.
As a result, pupils' behaviour in lessons is impeccable. Classrooms are calm and purposeful spaces, where pupils learn without disruption. At lunchtime, pupils socialise happily.
Year 2 'play leaders' set up equipment and support their peers in playing sports or playground games.
The school has robust systems for identifying pupils with SEND. Most pupils with SEND learn the same curriculum as their peers, with adaptations.
Some pupils have a high level of need. The school provides them with a bespoke curriculum. This supports these pupils with SEND to make strong progress.
The school has set up a nurture room. Here, pupils with social and emotional needs receive effective, targeted support. This helps them to be successful learners back in their classrooms.
Pupils' personal development is extremely well catered for. The school has designed an exceptional programme of enrichment that includes visitors, trips and themed 'inspiration days'. This is carefully planned to enhance pupils' learning and offer them opportunities they might not otherwise have.
During an 'animal experience day', for example, pupils handled meerkats and a purple skink. On a trip to a discovery centre, pupils learned about the Mars planetary exploration. Pupils have a well-developed understanding of healthy lifestyles, fundamental British values and the major world religions.
All of this equips pupils with the skills and knowledge they will need to navigate their future lives.
Governors share the school's ambitious vision. They are very well informed about the school's work and progress towards its strategic objectives.
Leaders, including governors, are extraordinarily reflective. They are dedicated to providing the best possible education for pupils. They constantly seek ways to improve.
Consequently, staff appreciate the training and support offered. Parents have a highly positive view of the way the school supports them and their children.
