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The school is welcoming and inclusive. Pupils' pride in their school shines through. There is a positive and respectful culture throughout the school.
High expectations for behaviour are established right from the start. Pupils respond positively and behave well.
Pupils enthusiastically take on leadership roles.
This includes as reading ambassadors, school councillors, bullying ambassadors and change leaders. As a result, pupils have a say in how to make their school even better. For example, reading ambassadors are proud to have helped to design the new library.
Pupils say adults in school ...are kind and care for them. They know that they can talk to staff if they have a worry. As a result, pupils feel happy and safe.
The school provides a wide range of clubs. Pupils participate in cricket, dance, football, forest school and cheerleading. Pupils enjoy attending trips, for example to the theatre.
These enrichment activities help pupils to discover and develop new talents and to pursue their interests.
What does the school do well and what does it need to do better?
The school is ambitious for all pupils to achieve well. The school has worked closely with the trust to redesign the curriculum.
Together, they have considered what they want pupils to know and remember. As a result, the curriculum in most subjects is well structured.
Reading is a priority.
Children learn to read as soon as they start Reception Year. Pupils enjoy reading a wide variety of books. They talk animatedly about books they read, their favourite authors and genres.
They especially enjoy reading books written by the author after whom their class is named. Pupils develop a love of reading. This starts in nursery, where children enjoy singing rhymes and listening to stories.
Pupils read books that match the sounds they know. This helps them to read confidently, with fluency and accuracy.
Children in the early years learn knowledge that prepares them well for later learning.
In most subjects, pupils use what they already know to help them to understand new knowledge. Pupils enjoy learning and are keen to do well. Most teaching activities help pupils to learn and remember essential knowledge.
Where the curriculum is implemented successfully, staff check what pupils know, remember and can do. This helps them to identify where there are gaps in pupils' knowledge and understanding.
However, in some subjects, the curriculum is less well developed.
It does not identify the precise content that pupils need to learn. This means pupils do not develop their knowledge as effectively. In a few subjects, the school has not yet considered how to check effectively and support pupils to remember knowledge in the longer term.
Staff know pupils well. The school promptly identifies pupils with special educational needs and/or disabilities (SEND). Pupils with SEND receive the support and resources they need.
This starts in the early years, where children with SEND are well-supported to learn the same curriculum as their peers.
Pupils are polite and well mannered. Children in the early years have a positive start to school life and quickly learn the rules and routines.
They know how to share and to take turns.
The curriculum for personal development is a strength of the school. Pupils' learning goes beyond the academic subjects.
Pupils learn about right and wrong. They understand how to keep themselves healthy, both physically and mentally. Through the school's values, pupils learn about individuality, honesty and perseverance.
They understand that everyone is different and how to show kindness and respect.
The school and the trust share a clear vision. Both understand the school's strengths and know what it needs to do to improve.
The trust challenges and supports leaders effectively. Staff are proud of the school and feel well supported. The school has prioritised staff development so that staff develop secure subject knowledge.
The trust and the school provide an array of strategies to support staff well-being and workload.
Most parents are positive about the school. They say that staff are welcoming and approachable.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a few foundation subjects, the curriculum is not as well developed as the curriculum in core subjects. It does not identify the precise content pupils need to learn.
Furthermore, in these subjects, the school does not check on how well pupils learn the curriculum. This means staff do not always know what pupils remember and can do. The school and trust need to ensure the curriculum is developed well in all subjects and checked for its impact on pupils' learning.
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