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The school has high ambitions for all pupils, who achieve well.
Pupils are happy and proud of their school. Staff encourage pupils to work hard. They teach pupils to value and respect everyone in the school's community.
Pupils demonstrate a mature understanding and appreciation of people's differences.
The school has high expectations of pupils' behaviour and learning. Pupils focus on their learning well.
Exciting curriculum opportunities are provided to support the learning. For instance, Year 5 pupils take part in a Shakespeare production with a local theatre company. All pupils experience musical performances and have opportunities such as African... drumming.
Positive working relationships between adults and pupils are evident throughout the school. Pupils feel safe and trust adults to support them if they have any concerns.
The school provides a wealth of opportunities for pupils to take on responsibilities.
For example, prefects support younger pupils in the dining hall and playground. Eco warriors help create a positive and sustainable school environment. Pupils have a voice in school decisions.
The school council initiated and designed new playground markings.
What does the school do well and what does it need to do better?
The school has considered the key knowledge, skills and vocabulary that they want all pupils to learn. The learning is sequenced to ensure that pupils experience the full breadth of the curriculum.
In most subjects, the smaller steps in learning are identified well. This helps pupils to remember key content and use their prior learning. For example, in mathematics, Year 3 pupils were using their understanding of place value in addition calculations.
In some subjects, the school's curricular thinking does not identify the steps in learning as clearly. This limits pupils' deeper knowledge and understanding. Children receive a strong start to their education in early years.
Staff help children to focus on their learning. For instance, children in Reception were painting pictures and writing key words linked to their class story.
Teachers use their strong subject knowledge to support pupils in learning.
They use key vocabulary with pupils and ask questions to extend their thinking. In Year 4, pupils were using musical language to express their views on a classical piece. Typically, pupils with special educational needs and/or disabilities (SEND) learn successfully.
Additional support from staff and adapted resources enable pupils to focus on their learning. For example, in mathematics, staff used resources effectively to support pupils' understanding. On occasion, the school does not share the individual targets of pupils with SEND routinely with all members of staff.
This means that, sometimes, support for pupils with SEND is not as precisely tailored to their needs as it could be.
Language and communication and early reading are a high priority for the school. In the early years, children receive targeted support with language to ensure a strong start.
Phonics teaching begins in Reception where pupils learn the letter sounds and how to blend them effectively. Pupils practice reading at school and home with books matched to their phonics knowledge. Teachers provide bespoke help to any pupils who need extra help with reading.
Leaders select ambitious texts to support reading and English development throughout the school.
Behaviour throughout the school is calm and positive. Playtimes are happy.
Pupils play games and create activities together. Effective routines are established in the early years. Children learn to play well together and to take turns and share equipment.
Leaders track attendance and, where necessary, work with families to improve attendance. Pupils enjoy school and attend regularly.
The school promotes pupils' personal development well.
Through assemblies and the curriculum, pupils are taught about positive relationships and how to keep safe. Pupils have adults that they can talk with to help understand their feelings. Pupils value the contribution they can make to the school community.
The school ensures pupils experience a wealth of wider opportunities. Pupils enjoy attending sports clubs and participating in sporting tournaments. The choir enjoys performing in local community venues.
Leaders and governors are reflective and show determination to provide the best outcomes for all pupils. Leaders look for opportunities to collaborate with their community of schools. Staff are proud to work at the school.
They value the support they receive from leaders and their colleagues. They appreciate leaders having consideration for their well-being.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The school does not ensure that targets for pupils with SEND are shared with all staff clearly. This means that, sometimes, support for pupils with SEND is not closely matched to their needs. The school must ensure that there are clear systems in place so that all pupils with SEND receive support tailored to their specific needs.
• In some subjects, the school has not identified the small steps required in learning. As a result, pupils do not deepen their knowledge and understanding. The school should ensure that the curriculum identifies the small steps in learning to enable all pupils to know more and remember more.
