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The excellent relationships developed between staff and pupils mean that pupils feel well cared for. As a result, they love coming to school. One boy told the lead inspector: 'Pinewood is a great place to learn.'
This sentiment was echoed by a parent who responded to Ofsted's Parent View survey, saying: 'I feel my child has learned a lot and the school curriculum has inspired new interests.'
The school's golden rules are well established. This means that pupils know what is expected of them.
Consequently, behaviour is good and pupils have positive attitudes towards learning.
Pupils are keen advoca...tes of the school and enjoy taking an active role in school life. For example, some pupils become 'Pinewood Pals', helping others that need it at playtimes.
Others are elected to join the school council, and many have additional responsibilities within their classes.
Aiming high is something that is instilled in pupils from the moment they start at Pinewood. One girl demonstrated this by saying that she 'wanted to make the world a better place'.
This ambition is summed up by the school's mantra: 'If you try, try, try – you can, can, can.'
What does the school do well and what does it need to do better?
Leaders have invested time and energy into developing an exciting and engaging curriculum. Plenty of training for subject leaders across the school means that they have a good understanding of their subjects.
As a result, each subject leader has identified the most important content they want pupils to know. This has led to a well-planned and well-sequenced curriculum that takes account of what pupils need to learn from Reception to Year 2.
Pupils enjoy a wide range of subjects at the school.
They are getting better at each of them because leaders have made careful decisions about the building blocks that pupils need in order to make progress. Pupils learn well because of this careful planning. For example, in mathematics, children in Reception develop a strong understanding of numbers, which helps them as they move into key stage 1.
Leaders have created a culture in which reading is encouraged and celebrated. Staff have an infectious appetite for reading and this rubs off on pupils. Children's reading journey starts in Reception, where no time is wasted in teaching children phonics.
They get off to a good start. The school's phonics programme is planned well so that it ensures that pupils can read fluently. Some pupils receive additional support so that they can keep up with the programme.
The specially resourced provision for pupils with special educational needs and/or disabilities (SEND) is situated in the middle of the school. This reflects these pupils being at the very heart of Pinewood. As a result of high-quality training, lessons are tailored successfully to meet their needs.
Throughout the school, pupils with SEND and those in the specially resourced provision make good progress.
The personal development of pupils is exceptional. Every opportunity is provided to develop pupils so that they become responsible and respectful citizens.
Pupils showed kindness and care for each other and for adults during the inspection. The school's personal, social and health education programme helps pupils to become confident, resilient and independent. This is supported by committed staff who take the time to find ways to nurture and develop pupils' individual talents and interests.
One parent said: 'The teachers have always gone above and beyond for my child.'
Leadership at the school is outstanding. The executive headteacher and the head of school are ambitious for the school community.
They have ensured that all staff are trained well. This has led to a significantly improved curriculum and teaching that is rapidly developing. Many staff commented on how well leaders have supported them.
Leaders have taken the time to get to know parents and carers well, and those who responded to Ofsted's Parent View survey spoke highly of the communication between the school and home.
Governors are fully invested in the school and meet regularly with leaders. They know the school very well because of this.
They hold leaders to account and ask challenging questions of them, always keeping pupils at the centre of their discussions. Governors ensure that they have regular contact with staff. This helps them to consider the workload and well-being of staff, which are both taken seriously.
Safeguarding
The arrangements for safeguarding are effective.
Staff know pupils and their families very well. They know the signs that might indicate that a pupil is at risk or needs help.
They act quickly and report concerns. The designated safeguarding lead (DSL) works closely with other professionals to ensure that pupils get the help they need quickly. Leaders are well informed about safeguarding and they make sure that current research is shared with staff.
Governors have systems and processes in place to monitor the school's work around safeguarding. They provide challenge as needed to ensure that leaders are held to account.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• There are inconsistencies in how well teachers present subject matter.
This sometimes slows the progress that pupils make. Leaders need to ensure that teachers' pedagogy further develops so that it is securely embedded and consistently applied across the school. This will help pupils to know and remember more.
