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Leaders' vision is to create a safe, stimulating environment, ringing with the sound of children's laughter.
Pupils enjoy coming to school because staff create such an environment for them. The school has a pleasant atmosphere. Pupils trust and respect their teachers.
They get on well with each other and feel safe at school.
Leaders and staff want pupils to enjoy learning and to be successful. 'Together we achieve our best', is the school motto.
The curriculum prepares pupils well for secondary education. It offers a wide range of opportunities for pupils to develop their talents and interests.
Pupils enjoy their lessons and behave well in c...lass.
They play well with each other at break and lunchtime. They have lots of equipment to play with in the playground. Staff supervise pupils well and make sure that the playground is safe.
Pupils know that bullying is not acceptable. They said that it is not a problem at the school. They know that adults in the school would deal with it well if it happened.
Many parents appreciate the school's community spirit and how it has supported pupils through the COVID-19 pandemic.
What does the school do well and what does it need to do better?
Leaders and teachers have designed a curriculum that helps pupils progress well through the years. In the Nursery and Reception classes, staff prepare children step by step for learning in key stage 1.
Teachers support children's language development. They make sure that children have the numeracy and literacy skills they need to have a successful start in Year 1. In key stages 1 and 2, pupils study all the national curriculum subjects.
The curriculum also supports their personal development.
The way teachers plan lessons helps pupils remember what they learn. In science, for example, teachers make sure that pupils can make the link with previous learning when they start a new topic.
In history, pupils visit places related to the topics they are learning. Pupils find lessons interesting. They behave well in class and work well on their own and in groups to complete the tasks teachers give them.
They make good progress.
In all subjects, teachers have set ways to check pupils' progress. In most subjects, these systems work well.
But in a few subjects, the way teachers check pupils' progress in lessons is not precise enough. This means that teachers do not always know how well pupils are learning.
Leaders have made reading a top priority for the school.
In Nursery, staff focus on developing children's vocabulary and their interest in books and stories. Staff teach phonics from the start in the Reception class. They make sure that children who find reading difficult get support.
Extra phonics sessions help those children to keep up with others. The school has introduced a new phonics scheme to ensure that all pupils are fluent readers by the end of Year 2. Staff are enthusiastic about the new scheme, and children respond well to it.
Teachers read stories to their class at the end of the day. The school encourages parents to ensure that their children read every day at home.
The personal development of pupils is at the heart of the school's curriculum.
Pupils learn about people's rights and responsibilities in society. They experience what democracy means through the school's pupil parliament. They learn about different cultures and faiths.
Staff teach pupils about career choices and encourage them to think about their future. The school runs 20 different clubs, including creative writing, singing, recorder and running. Participation in these clubs is high, and rising.
Pupils can also represent the school in different sports. Pupils said that the many trips and visits they do help them with their learning.
Leaders and staff make sure that all the pupils can progress to the best of their ability and enjoy all aspects of the school life.
They support pupils with special educational needs and/or disabilities (SEND) well. The special educational needs coordinator works with staff to identify the best ways to support pupils with SEND. Together they adapt materials for lessons, make activities accessible and organise individual support.
Staff value the way leaders work with them. They appreciate that leaders listen to their views and ensure that their workload is manageable.
Trustees provide effective governance for the school.
They know the school well, and make sure that pupils and staff benefit from the collaboration between the schools that are part of the trust.
Safeguarding
The arrangements for safeguarding are effective.
Leaders make sure that staff receive effective training and remain vigilant.
All members of staff know what they need to do when they have concerns about children. Leaders are determined and efficient when dealing with external agencies and families to protect children.
Leaders and trustees know how to deal with concerns about staff.
They are trained in safe recruitment.
Staff teach pupils how to manage risks, including when they use social media and the internet. They also teach them about respecting each other and avoiding inappropriate behaviours and abusive language.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• There are inconsistencies in the way teachers assess the progress of pupils in some subjects. This means that, at times, learning is not adapted in the light of classroom assessments, and pupils do not make as much progress as they could. Leaders should ensure that staff are confident about using appropriate assessment to check what pupils know and remember, and then adapting learning as appropriate.
