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Pupils are happy and well cared for in this school. Their emotional well-being is a high priority for the school.
Relationships are strong and pupils feel safe. Pupils demonstrate high levels of respect for adults and each other. They embrace the school values.
Pupils thrive in the calm and loving environment. They move around school with confidence and independence. Pupils behave well in lessons and during unstructured times.
The school's expectations for pupils are high. This includes for pupils with special educational needs and/or disabilities (SEND). Pupils participate fully in their lessons.
They are motivated to learn. Many achieve well. <...br/>Pupils have a wide range of extra-curricular clubs available to develop their talents and interests outside the classroom.
Pupils enjoy and value the many responsibilities that they have, such as well-being warriors, school librarians, school councillors and members of the sports crew.
What does the school do well and what does it need to do better?
The school has prioritised the teaching of reading. It offers many opportunities for pupils to develop a love of reading by exposing them to a wide range of text types.
The majority of pupils speak with pleasure about the books that they have read and their favourite authors. However, the support for those pupils who find reading difficult is not as effective as it could be. These pupils do not catch up quickly enough.
At times, this hinders their access to the wider curriculum as they move through key stage 2.
The school has successfully developed its curriculum to ensure that it is well organised and carefully considered for its pupils. In the majority of subjects, the curriculum sets out what pupils will learn and when this will happen.
Teachers are clear about what they should be teaching. They provide pupils with opportunities to remember key information. This helps pupils to link new learning to what they already know.
Most pupils achieve well.
The curriculum aims to develop pupils' language and vocabulary. The newly developed writing curriculum offers pupils wider experiences to develop talk and learn new words to support their writing.
Pupils are motivated to write and they use vocabulary well. However, pupils are less secure in forming letters and spelling accurately. The errors that they make are not consistently identified and corrected by teachers.
This means that many pupils continue with misconceptions. This limits their writing fluency.
The school has a strong approach to identifying the individual needs of pupils with SEND.
Staff support pupils with SEND well within lessons. Every pupil is included and accesses their learning through a range of support techniques that build independence. This ensures that pupils with SEND achieve well.
Pupils are positive about their learning. They sustain focus in lessons. However, in the past, many pupils, particularly disadvantaged pupils, did not attend school regularly enough.
The school has devised suitable strategies to reduce absence levels. This is beginning to make a difference, as more pupils are in school more regularly. Even so, the impact of poor attendance means that these pupils have gaps in their learning.
Although these gaps have been identified, they are not being remedied quickly enough to help these pupils to catch up.
The school has a sharp focus on promoting pupils' personal development. Pupils learn how to keep themselves physically and mentally healthy.
They know about healthy relationships and staying safe online. Pupils demonstrate strong knowledge of fundamental British values and the differences that exist between themselves and others.
Governors are knowledgeable.
They have a clear understanding of the strengths of the school. They are supportive, but equally able to hold the school to account. Staff are positive about the support that they receive for their well-being.
They value the high-quality training that they have received to improve their practice.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Until recently, many pupils, especially disadvantaged pupils, did not attend school as regularly as they should.
They have developed gaps in their learning which hinder their progress through the curriculum. These gaps, including in reading, are not being tackled effectively enough to ensure that these pupils catch up. The school should ensure that the gaps in pupils' learning are addressed swiftly so that they can benefit fully from the curriculum offer.
• Staff do not routinely address errors in pupils' writing, such as spelling and letter formation. This means that pupils do not develop accuracy in writing. The school should ensure that all staff consistently address errors and misconceptions in pupils' writing so that they become fluent writers.
