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It sets high expectations and provides consistent, purposeful routines for all. This enables pupils to settle in quickly, make the most of lessons and experience success. Pupils know what to expect.
They feel safe and secure at school. Behaviour is excellent. On the playground and in classrooms, pupils respect others and get along well.
They are attentive to their teachers, friendly to their classmates and enjoy school.
The school's attention to reading, writing, speaking and mathematics is exemplary. This leads to exceptional progress through the curriculum.
By the end of Year 2, standards are high. ...r/>Staff are clear with their expectations. They are kind and make everyone feel valued.
They celebrate diversity and recognise each pupil's unique character, talents and potential. This creates a sense of belonging, builds self-confidence and lifts aspirations. This individual attention also shows in the tailored support for pupils' different needs.
Whether pupils are racing ahead with learning or need specialist support to catch up, staff provide them with excellent tuition and support. Consequently, pupils are very well prepared to succeed at junior school.
Parents are full of praise for the school.
They value its successful attention to their children's academic progress and emotional well-being.
What does the school do well and what does it need to do better?
This school provides pupils with a first-class early education. Many pupils start with limited language.
In response, the school has established an excellent curriculum for spoken language and reading. In the Nursery, staff teach children how to listen carefully. They use rhymes, stories and songs to help children learn about the patterns in language.
Simple, effective routines prompt children to use and understand words and the concepts behind them. Together with high-quality input from adults, this enables children to make great strides forwards with their early speech. This prepares them well for formal phonics teaching in Reception.
A consistent daily routine and a well-resourced reading scheme support all pupils to succeed in reading. For those who need extra help, the school provides additional reading sessions. These are highly effective.
The early years curriculum builds carefully, and imaginatively, on children's starting points and interests. It is ambitious and builds secure readiness for Year 1. For instance, through stories and discussion, children learn about the language of time and gain a sense of past and present.
Daily checks on the weather support children to know a range of subject-specific words. This prepares them well for key stage 1 history and geography. Once in key stage 1, key knowledge is revisited and practised so that pupils remember it.
The school's work in mathematics is informed, ambitious and leads to high standards. Clear adult instruction and careful attention to learning from their mistakes, teaches pupils to persevere. The school has created resources and routines that capture pupils' attention with excellent effect.
Characters such as Connor Concentration and Rosie Resilience, for example, exemplify qualities that help pupils to learn. They remind pupils about the school's expectations, and help them develop positive attitudes to learning. Pupils love them and can explain how such qualities help them at school and in life.
Pupils regularly reflect on their own personal development and record their thoughts in special 'passport books'. From putting on their socks independently after physical education, to singing in a choir, these booklets capture individual achievements that make pupils feel proud.
The school has a career-related learning programme that helps to build an aspirational outlook.
Through this programme, the school challenges stereotypical thinking, prompts curiosity and builds self-confidence. On top of this, a well-designed personal, social, health and economic education programme makes a highly positive contribution to pupils' wider development.
Leaders and staff are reflective and evaluative.
They make careful checks on how well pupils are doing and are quick to make changes if aspects of teaching need adapting. Staff value the feedback that leaders give them. They feel supported in their work.
This constructive culture, along with research-informed professional development, enable all to grow and thrive.
School leaders are outward-looking and seek expert advice. They provide governors with plenty of information and welcome challenge.
Their decisions have enabled the school to continue to adapt so that the education on offer meets everyone's needs. For instance, the school has trained staff to quickly recognise the needs of pupils with special educational needs and/or disabilities. In lessons, they modify resources or make other changes so that all pupils can access the full curriculum.
As a result, everyone can fully engage with learning. Lessons are calm, purposeful and enable all to achieve.
