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Pupils meet the school's high expectations for behaviour. The school is a calm place to learn. Pupils are happy.
They feel safe and secure. Pupils enjoy coming to school and attendance rates are high.
Children make an outstanding start in the early years.
Their starting points are precisely understood and then carefully built on. Staff support all children well to succeed and develop a love of learning.
The school helps pupils to become responsible, active citizens.
The school and eco-council are democratically organised and proactive. Pupils on the school council organise and run their own healthy tuck shop. This raises money for improvemen...ts to the school, such as the new outdoor classroom, the 'hobby hut'.
Pupils have exceptional experiences at this school. Trips and visits bring the curriculum to life. Visitors from the community and beyond inspire pupils.
Many pupils experience a range of activities that broaden their experience and increase their self-confidence. Every pupil can learn how to play a musical instrument, sing in the choir, play tag rugby or practise circus skills.
Parents and carers are overwhelmingly positive about the school.
Parents say the staff 'go above and beyond' to care for their children. All parents who responded to Ofsted's Parent View survey would recommend the school.
What does the school do well and what does it need to do better?
The school has high ambitions for all pupils, including those with special educational needs and/or disabilities (SEND).
The school has designed an effective curriculum from early years to Year 6. In most subjects, the school has identified the essential knowledge they want pupils to learn and the order in which it should be taught from the early years to Year 6. This means that pupils build on their knowledge over time.
For example, in mathematics, older pupils use their knowledge of multiplication to solve area problems. However, in a few subjects, the knowledge the school wants pupils to learn is not always broken down into small steps and the learning intentions are sometimes too broad. This means that pupils do not learn as well.
Reading is a key focus for the school. Children in the early years quickly develop a love of reading. There is a highly effective reading programme in place.
Books are carefully matched to the sounds pupils know, providing daily opportunities for them to practise and develop their fluency and accuracy. Staff skilfully check that pupils know the sounds they have been taught. Extra support is provided to help pupils who are struggling.
Older pupils enjoy the books teachers read to them. The school has carefully selected a wide range of high-quality books that reflect diversity and difference.
The school ensures that relationships with parents of pupils with SEND are strong.
These pupils receive effective support. Staff regularly check that pupils are remembering the intended learning. Teachers address misconceptions swiftly and use these as learning points.
As a result, in most areas of the curriculum pupils, including those with SEND, learn well.
Children in the early years are well cared for. Learning in the Nursery feeds seamlessly into Reception.
Staff create a buzz of excitement about learning. There is a strong focus on communication and language through reading stories and singing songs. Adults expertly interact with children and model new vocabulary.
The early years curriculum ensures that children develop the knowledge and skills they need to move successfully into Year 1 and beyond.
The school has extremely high ambitions for pupils' personal development. The school has ensured that pupils have rich and well-planned experiences beyond the classroom and understand the importance of having strong morals and character.
Staff have excellent relationships with pupils. There is a strong sense of mutual respect throughout the school.
The school's personal, social and health education curriculum reinforces this work.
The school uses resources and questions that prompt pupils to think and discuss their ideas in depth. Pupils debate and discuss local, national and international issues with sensitivity and maturity. The school skilfully promotes tolerance, respect, diversity and knowledge of protected characteristics.
As a result, pupils have a very strong understanding of people's differences, other faiths and fundamental British values.
Governors know the school well. With leaders, they ensure that staff workload and well-being are fully considered.
A thorough programme of professional development, including school and federation-based training, helps to keep staff up to date. As a result, staff are highly motivated. They are proud to work at the school and they appreciate the high level of support from leaders and the federation.
Safeguarding
The arrangements for safeguarding are effective.
Staff know how to report safeguarding concerns in a timely manner. However, systems for recording concerns are not always completed in sufficient detail.
Records are not routinely monitored with rigour. As a result, the school is not clear on patterns or trends. This makes it hard to further strengthen systems and procedures.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some subjects, the school has not identified the precise content that pupils, including those with SEND, are expected to know and remember. The school should ensure that, in all subjects, teachers are clear about the specific content pupils need to know and remember. ? There are some minor issues with some safeguarding records.
A small number of records are not clear enough about the actions that leaders have taken to keep children safe. This makes it harder for the school to check that the right course of action has been followed or identify patterns or trends with safeguarding issues. The school must ensure that all safeguarding records contain details that enable staff to have a clear overview of actions taken.
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