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Pupils are happy to attend this inclusive school. All pupils, including those with special educational needs and/or disabilities (SEND), have their needs met well.
As a result, pupils enjoy their learning and are proud of the work that they do. Pupils here trust that adults will do what is best for them and will keep them safe. Pupils know how to keep themselves safe both online and in the community.
Pupils understand and live up to the school's high expectations for everyone's learning and behaviour. They eagerly demonstrate the school's 'RESPECT' values and the 'diamond rules', which are clear to see throughout the school. Staff constantly promote and discuss these ...with pupils.
Pupils persevere with their learning; they work hard and keenly explain the value in doing so.
Pupils behave exceptionally well. They understand the importance of being respectful, helpful and kind.
They wear their 'values' and 'star' badges with pride. They excel in their roles as house captains and school councillors. They take the responsibility of exemplifying the school values to each other very seriously.
In doing so, they make a strong contribution to the caring environment that can be seen around the school.
What does the school do well and what does it need to do better?
The school has put in place a well-considered, sequenced and ambitious curriculum. From Reception onwards, the school has thought about the small steps in knowledge pupils will learn and in what order.
The school has constructed this curriculum to be inclusive so that all pupils, including those with SEND, will achieve well.
A small number of foundation subjects have recently been enhanced. The school has made these changes to ensure that all pupils are prepared for future learning.
As this work is not yet fully embedded, pupils are not learning as well as they could in these subjects. Assessment of pupils' learning in these subjects is also not as effective as the school intends it to be. However, this work is part of the school's plan and it knows the actions it needs to take to make improvements.
The vast majority of the curriculum, especially in core subjects, is deeply embedded and pupils achieve well. Pupils with SEND achieve well because of the effective adaptations teachers make to lessons. These pupils have their needs identified carefully and they are supported effectively by staff.
Teachers plan engaging and meaningful activities to ensure that pupils will build knowledge securely over time. This is clear to see in Reception, where the activities set out by staff are well thought through and lay the foundations for learning in Year 1. Staff use information from assessments to spot when pupils have gaps in knowledge.
They put in place support to close those gaps rapidly. This is most evident to see in the teaching of early reading, where staff are highly skilled in spotting when pupils have fallen behind. They put in place expert support and activities to make sure all pupils are able to keep up and learn to read with confidence and fluency.
The school is highly focused on pupil's personal development. Pupils learn about various religions, cultures and traditions. They are taught to be inclusive and respectful of difference in all its forms.
Their strength of character is evident to see in the superb conduct they show in both their interactions with each other and with adults in school. The school offers a wide range of clubs and experiences for pupils, based on the individual talents and interests of pupils. Pupils often run their own clubs, showing leadership and thought to make sure that they are successful.
In addition, the school goes to great lengths to ensure that vulnerable pupils access new and enriching experiences. Pupils are very well prepared for life in modern Britain.
Exemplary behaviour from pupils is evident both inside and outside of the classroom.
The school actively teaches pupils how to manage their emotions and behave well. In Reception, children learn the important rules and routines of school. Throughout the school, all consistently stick to these rules.
Lessons take place in purposeful and calm environments. Low-level disruption is extremely rare and does not impact the learning of others.
Staff are very proud to work at this school.
They are inspired by the vision the school has and feel valued for the work that they do. Governors and leaders know this school well and are precise in their plans to make the provision for all pupils the best it can possibly be.
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 small number of foundation subjects, the school has not yet fully realised its vision for how the curriculum will be taught and assessed. Consequently, pupils do not secure the range of knowledge that they could across the curriculum. The school should continue to develop staff so that all have the knowledge they need to ensure that pupils can build coherent knowledge over time in all subjects.
