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The school has very high aspiration for what pupils can achieve.
All aspects of school life support pupils' character and wider development. Staff nurture pupils and know them well. Consequently, pupils flourish.
Behaviour is exemplary. As a result, pupils feel safe and learn without interruption. Warm, respectful relationships underpin the purposeful atmosphere.
Pupils are considerate of their peers. They help each other with learning and at social times. Pupils attend well and enjoy being at school.
Pupils explore their passions and interests, and develop new ones, through the many clubs and trips the school provides. Pupils with special educationa...l needs and/or disabilities (SEND) or who are disadvantaged take part in these because the school ensures they can.
Pupils are kind, thoughtful and eager to contribute within the school community and beyond.
The school ensures that the many cultures represented in the pupil community are valued and celebrated. This contributes to the sense of belonging that pupils feel, and their pride in their school.
What does the school do well and what does it need to do better?
Pupils, including those with SEND or who are disadvantaged, achieve well.
The work that pupils complete is of a high quality. Teaching ensures that pupils apply new learning in different situations, including 'real life' scenarios. This helps pupils to remember what they have learned and understand how it is relevant to their daily lives.
In the early years, children have very strong recall of what they have already learned. The activities that they do help them to practise new knowledge and skills repeatedly in a way that they find enjoyable.
The curriculum aspires to improve the life chances of all pupils through its breadth and ambition.
The school has worked with employers to identify skills which will help pupils to be successful in the future. These 'power' skills are taught alongside the knowledge that the school wants pupils to learn. The early years curriculum excites children and prepares them very well for key stage 1.
They are eager to write about what they are learning and proudly show their work to others.
Teachers are passionate and knowledgeable. They explain new learning clearly and enthusiastically.
However, sometimes they do not check that all pupils have fully understood new learning before moving on. As a result, some pupils do not build their knowledge securely. Staff support pupils with SEND well and those for whom English is an additional language.
Consequently, these pupils learn the ambitious curriculum as their peers.
Children in the early years learn to read with fluency and confidence. The school provides parents with high quality information so that they can support their children at home.
Younger pupils love reading and being read to. Pupils of any age who do not read well enough get appropriate support to catch up.
The way that the school develops pupils' character contributes strongly to exemplary behaviour.
Pupils, including the very youngest, concentrate well. They strive to do their best. Pupils persist with learning when they are finding it challenging.
Pupils learn how to stay safe, including online, and how to protect their own mental and physical health. Pupils have confidence to share their opinions. They listen respectfully to the perspectives of others.
From early years onwards the school makes sure that pupils learn that they can be anything they want to be. For instance, in Reception year children meet people with jobs that challenge stereotypes for particular roles. Pupils get high quality information about options open to them after school, including jobs, apprenticeships and university.
Pupils experience democracy in action through the work of the student council. Pupils develop their sense of responsibility and contribute to the wider life of the school. There are many leadership roles that give formal opportunities for this.
For example, older pupils listen to younger pupils read. The culture of the school is one of being mutually supportive. Consequently, pupils know that they can and should contribute to the wider school even if they do not have a specific leadership role.
Staff have the knowledge, passion and time to perform their roles to a high standard as a result of leaders' actions. Those who are new to leadership roles get exceptional levels of support so that they can have a positive impact on the areas that they are responsible for.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Occasionally, some staff do not check pupils' understanding well enough. As a result, some pupils do not have the secure knowledge they need and cannot build well enough on what they have learned before. The school needs to ensure that all pupils have a thorough understanding of what they are taught, so that they can learn more.
