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They know that adults will help if they have any worries. Breaktimes are lively and sociable. Pupils understand and typically meet the school's high expectations, as set out in 'The Purwell Way'.
As a result, most pupils are kind, behave well and want to do their best. They are proud of their work and enjoy opportunities to share their success with others.
In the early years, children settle into routines quickly.
They enjoy the stories and rhymes that they experience together. Older pupils speak excitedly about the books that they are reading. They know that reading is important to their future success....
Pupils who need extra help, including those with special educational needs and/or disabilities (SEND), are supported to achieve well across subjects.
Pupils are polite and welcoming. Older pupils watch out for their younger peers, for example in their roles as canteen helpers.
Pupils' wider interests are catered for through a range of clubs and activities. There is something for everyone, including for children in the early years. Ongoing improvements to pupils' school experiences mean that they are prepared effectively for secondary education by the end of Year 6.
What does the school do well and what does it need to do better?
The school has come a long way on its improvement journey. Strategies to continue to raise standards are having a positive impact, including on pupils' reading, writing and mathematics. The curriculum is well thought out and ambitious.
The small steps that pupils need to learn are mapped out carefully in a logical order.
Pupils are keen to do well in lessons. Teachers correct misconceptions quickly.
They keep pupils on track through regular questioning and checks on their learning. Consequently, pupils remember more of what they have been taught. Despite the previous challenge of staffing changes, pupils' achievement overall is improving.
However, the delivery of the curriculum is still being evaluated by the school. Occasionally, activities in lessons are not matched as well as they could be to what pupils know and can do. A few pupils are not moved on quickly enough to the next stage.
Where this happens, pupils sometimes do not learn as much as they could.
The school's special educational needs coordinator (SENCo) ensures that staff have the information and training that they need to help all pupils. Pupils with SEND get the right support through careful adaptations to the curriculum.
Those pupils who speak English as an additional language achieve well as they work alongside their peers.
The reading curriculum is well established and effective. Staff expertise is refreshed through ongoing training.
In the early years, children learn letters and their sounds with enthusiasm. Pupils in all year groups enjoy daily reading. They are encouraged to read regularly at home.
The support for pupils who fall behind builds their confidence, as their reading accuracy and fluency continue to improve.
In the early years, children are supported to develop their communication and language skills effectively. From the outset, the youngest children build good relationships together.
Pupils look out for each other. They make friends easily. Bullying is rare.
The 'Purwell Way' is woven through the daily life of the school. This makes a positive difference to pupils' learning. From the Nursery onwards, pupils know what is expected of them.
Most rise to the challenge. While typically pupils attend school regularly, some do not attend as often as they should. The school works closely with families to secure improvements for these pupils.
The school's values, including perseverance, honesty and equity, are well established. The friendly atmosphere ensures that new pupils settle in quickly. Pupils understand the importance of respecting others' differences.
They know how to keep safe, including online. Opportunities to take on pupil responsibilities are valued. Visits, activities and residentials enhance pupils' learning experiences.
Children in the Reception class, for example, were excited about the 'wizard workshop'. Older pupils spoke enthusiastically about their trips.
Governors have successfully raised their level of challenge and support.
As a result, the school continues to improve. Working closely with leaders, governors understand what is going well and where further changes are needed. Staff improve their practice through ongoing training and professional development.
They recognise that their well-being is a priority for the school.
Relationships between the school and families are typically positive. However, a minority of parents feel that aspects of communication are not strong, or prompt, enough.
Some feel that they are not kept informed of the reasons for any changes the school has made.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Not all staff are confident in delivering the intended curriculum.
Occasionally, activities are not matched well to pupils' knowledge or what they can do. This means that some pupils do not move on to the next stage as quickly as they could or learn as deeply as they should. The school should prioritise the ongoing evaluation of curriculum implementation so that support can be targeted precisely to match staff's continued professional development needs.
• A few parents feel that communication with the school is not as strong as it needs to be. In such cases, parents feel that contact between school and home is too slow and decisions are not clearly explained. The school should extend its work to strengthen communications so that relationships with all parents are effective.
