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Pupils are happy at this school. They enjoy the positive relationships they have with their classmates and staff.
The school has high ambitions for all pupils, including pupils with special educational needs and/or disabilities (SEND). There are plenty of opportunities and visits to widen pupils' learning, for example trips to the Black Country Museum and the Thinktank Science Museum. Pupils talk about these experiences with excitement.
Pupils live up to the school's 'golden norms' expectations of behaviour. They treat each other with respect. Pupils talk politely and with confidence to visitors.
They think about the needs of others and follow well-establishe...d school routines. Pupils feel safe at school. They know that there are adults to go to if they are worried about something.
Pupils have positive attitudes to their learning. They learn a wide vocabulary and use it well. The work that pupils are given builds their knowledge over time.
Pupils learn to read well and enjoy their reading.
Pupils support national charities and the local food bank. They appreciate the opportunities to take an active role in school life.
These include as house captains, friends against bullying ambassadors and peer mediators.
What does the school do well and what does it need to do better?
The school has undertaken a rigorous review of the curriculum. This is most advanced in reading, writing, mathematics and science.
In these subjects, pupils' achievement is improving. Curriculum plans in all subjects aim to outline the specific knowledge that pupils need to learn. Some subject areas, however, are not as developed as others.
Teachers skilfully connect new learning with knowledge that pupils have already acquired. Teachers use their subject knowledge well in presenting and explaining new concepts to pupils. Pupils develop a strong body of knowledge and skills in most subjects.
The school has evaluated and carefully redesigned its provision for pupils with SEND. Pupils with educational, health and care plans are now well supported in their learning. The school has strong systems in place to identify the needs of individual pupils.
The school is continuing to make adaptions for all pupils with SEND, but support in some areas is not as precise as it could be. As a result, some pupils with SEND are not yet able to access the full curriculum and achieve well.
Reading is a priority in the school.
Pupils successfully build on their phonics learning from key stage 1. Staff are provided with high-quality phonics training. Where pupils fall behind, adults provide the support needed to ensure that pupils catch up quickly.
The books that pupils read in all years are well matched to the curriculum and pupils' understanding. Pupils are encouraged to read as widely as possible. The school works well with families so that pupils practise their reading even more at home.
Pupils learn to respect one another. They are proud of what they achieve and are ambitious for themselves and others. There is a community atmosphere in the school where all pupils and staff are valued.
Pupils work hard in lessons. The calm atmosphere in classrooms allows pupils to focus on their learning.
Pupils learn about healthy and unhealthy relationships and how to be safe and keep themselves safe.
Pupils have a strong awareness of how to be safe online. This learning has been shared with parents and carers. Pupils have a good understanding of various faiths and have visited different places of worship.
Most pupils attend school regularly. The school works hard with families to reduce the number of persistent absentees. It is continuing to explore ways to improve attendance.
This is making a difference for many pupils. However, there are still some pupils who do not attend school regularly enough.
Staff feel well supported.
Leaders plan meaningful professional development, which is valued by staff. The governing body is knowledgeable and secure in its ability to challenge and support leaders effectively.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Some subject areas are not as well developed as others. This means that pupils do not achieve as well as they could in all areas of the curriculum. The school should support subject leaders to identify the component knowledge that pupils need to build their knowledge and skills sequentially.
• Support for pupils with SEND in some areas is not as effective as it should be. This reduces pupils' ability to access the full curriculum. The school should ensure that pupils receive the right level of support to complete work set in order to help them to achieve as well as they should.
• The attendance of some pupils is not high enough. This affects their academic and social development. The school needs to continue to build on its work with families so that families understand the importance of pupils attending well.
