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They know that there are trusted adults in school who they can talk to if they are worried about something. Pupils know that it is important to attend school. In recent years, the proportion of pupils attending regularly has increased.
The school continues to work with those pupils and families who do not attend school regularly enough.
Most pupils behave well in class and around school. They know what is expected of them.
Sometimes, some pupils lose focus in lessons. This occurs particularly when the work they are given is too easy or too difficult.
Pupils learn how to keep themselves safe, inclu...ding online.
The school provides opportunities for pupils to learn how to swim and ride a bike safely. Assemblies and visitors to school enable pupils to learn about, for example, fire safety and first aid. Pupils recognise the importance of these skills in their life outside of school.
Pupils' appreciation and understanding of how individual characteristics make people unique is less secure.
In recent years, the school's high expectations of pupils' achievement have not been realised. A significant proportion of pupils, including those with special educational needs and/or disabilities (SEND), have not achieved as well as they should.
What does the school do well and what does it need to do better?
The school has designed an ambitious curriculum. It has provided staff with training to support recent developments in some subjects. There is still further work to do to embed these changes and ensure that teachers are confident in how to teach the curriculum.
Teachers usually demonstrate confidence in their subject knowledge. However, they do not consistently use effective strategies to support pupils to learn important concepts. Where this is the case, pupils do not make as much progress as they could.
Leaders have taken action to improve provision for pupils with SEND. Until recently, the school did not accurately, or swiftly, identify pupils' learning and development needs. The support pupils with SEND receive is inconsistent.
Sometimes, pupils receive too much support within lessons. For others, the work they complete does not accurately meet their needs. Although there have been some improvements, leaders recognise that further actions are required to ensure that pupils with SEND are supported effectively.
Children in Reception learn the sounds that letters represent from the beginning of the academic year. Teaching and support staff across the school have been trained in how to teach phonics. However, there are inconsistencies in practice.
Staff do not consistently check that pupils know and pronounce sounds and words with accuracy. This means that errors and misconceptions are not addressed swiftly enough. In key stages 1 and 2, some pupils at the early stages of reading are given books that do not accurately match their phonics knowledge.
This prevents them from making as much progress as they could. Pupils like visiting the recently developed school library.The school has ensured that the early years curriculum is clearly designed.
This provides meaningful learning experiences for children. Consequently, children are happy, curious and independent learners. Children benefit from opportunities to develop their language and vocabulary through songs, rhymes and poems.
During the inspection, children in Nursery enjoyed making actions and listening to the story 'We're Going on a Bear Hunt'. Children enjoy learning and remain focused in their play for sustained periods. The school provides opportunities to learn about important concepts in different ways.
For example, children worked together to sort materials into 'hard' and 'soft'. Later, children decided for themselves how to categorise a group of objects.
The school provides opportunities for pupils to learn about local artists.
This helps them to appreciate finding out about arts and culture within the town. The school provides leadership opportunities for pupils, such as school councillors and well-being ambassadors. However, it does not check that strategies to support pupils' broader development are meaningful and enrich their understanding of their role in society.
The local governing board has recently developed strategies to ensure that it has an increasingly accurate view of the school. Leaders, including those with responsibility for governance, recognise that the school's published outcomes in recent years have not been acceptable. They have implemented a plan to bring about improvements.
However, the school does not routinely check that what it sets out to achieve has had the intended outcome.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Teachers do not use effective strategies to teach the curriculum consistently well.
This prevents some pupils from understanding important concepts, including in their personal development. In addition, it contributes towards some pupils becoming less engaged in their learning. The school should ensure that teachers use strategies that enable pupils, including those with SEND, to fully benefit from the school's curriculum.
• Some pupils at the early stages of reading are given books that do not accurately match their phonics knowledge. This prevents pupils from making as much progress in their reading as they could. The school should ensure that pupils read books that are aligned with their phonics stage.
• The support for pupils with SEND is inconsistent. Some pupils with SEND do not make as much progress as they might. The school should ensure that the support for pupils with SEND is consistently strong across subjects.
The school does not routinely check that actions taken to improve the school are having the intended impact. The school does not accurately know if the steps it has taken have made a difference to pupils' learning and development. The school should ensure that it regularly checks that actions taken to improve the school are timely and have the intended impact.
