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Pupils are happy at school because they feel cared for and safe. There are warm, welcoming relationships between staff and pupils.
At playtimes, pupils enjoy being active. They play and socialise with each other well. Pupils trust adults to help them if they get hurt or have any worries.
The 'Roger de Clare Way' sets out how pupils should behave. Pupils know what is expected of them. They are polite, considerate and kind to each other.
Pupils strive to achieve 'PAWS' for showing positive behaviour, academic achievement, working together and sportsmanship. Achievements are celebrated in weekly assemblies, which pupils look forward to.Pupils value their daily c...ollective worship.
They say that quiet reflection time helps them feel peaceful and calm. They learn about resilience and working hard. They understand the importance of trying your best and not giving up.
Pupils aspire to be archaeologists or scientists. They know they must work hard to achieve these ambitions.The school has high expectations of what pupils can achieve.
Pupils engage with all aspects of the curriculum enthusiastically. They are eager to share what they have learned. For example, Nursery children showed inspectors how to hold scissors safely when moving around the classroom.
What does the school do well and what does it need to do better?
The school's work to address the weaknesses identified at the previous inspection has been quick and effective. The updated curriculum is broad and ambitious. The important knowledge pupils should learn and remember is clearly planned and well sequenced.
There are systems in place to check what pupils know and understand. This helps teachers identify gaps quickly. However, the effectiveness of the delivery of the curriculum varies in a few classes.
Where this is the case, pupils do not achieve as well as they should.The school has made reading a high priority. Children begin their reading journey while they are in Nursery.
They learn that letters represent sounds and can recognise letters in the environment. Staff teach the phonics programme with skill and expertise. They identify pupils at risk of falling behind and take quick action to help them catch up.
Pupils read books that precisely match their phonics knowledge. They enjoy using their new library to choose books to read at home with their families.Children in the Nursery and Reception classes get off to a great start to their education.
They know the school routines very well. Adults build positive and caring relationships with children and their families. The well-thought-out provision in the early years promotes learning effectively.
Children cooperate and share. They persevere with tasks and work together to problem-solve. Adults actively engage in children's play.
They use ambitious vocabulary which children listen to and repeat. This builds up children's language and social skills. They are well prepared for Year 1.
There is an inclusive culture at the school. The school wants the best for all pupils, including those with special educational needs and/or disabilities (SEND). The needs of pupils with SEND are accurately identified.
The school works closely with other agencies to secure support for their pupils. In a few classes, adaptations are not precise enough to address pupils' barriers to learning. Where this is the case, some pupils with SEND do not learn as well as they could.
The strong personal, social and health education curriculum supports pupils' well-being and wider development. Pupils learn about tolerance, diversity and equality. They have a good understanding of different religions and views.
They talk about their feelings in an age-appropriate way and know what it is to be a good friend. Pupils learn how to stay safe walking to school and when using the internet. The school offers clubs that match pupils' interests.
Pupils are proud to take on responsibilities, such as helping in the lunch hall. The school has close links with the local community. These provide opportunities for pupils to develop their interests, for example playing tennis at the local club.
Pupils behave well at social times. Their conduct around the school is orderly. Occasionally, in lessons, a few pupils get distracted.
Adults do not always address this quickly enough. The school encourages good attendance and punctuality. Where necessary, it takes action to work with families to improve pupils' attendance.
This work is having a positive impact.Staff and governors work well together. Everyone is committed to giving pupils the best education.
Governors understand the school's strengths and priorities. They provide effective support and challenge to the school.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The delivery of the curriculum is not yet consistent across all classes. Consequently, some pupils do not develop sufficient depth in their knowledge and skills. The school must continue to develop teacher expertise to implement the curriculum effectively.
• In a few classes, adaptations that are in place to support pupils with SEND are not precise enough. This means some of these pupils do not learn the curriculum as well as they should. The school must ensure that staff receive training and support so they are able to provide highly effective adaptations for pupils with SEND.
