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This is a happy and caring school. Relationships are positive and respectful.Pupils enjoy the variety of extra-curricular events that enrich their learning.
They appreciate opportunities to play different sports. Pupils take on their roles as play leaders and school councillors with pride.
Pupils behave well.
They respect each other's differences and comment how everyone is welcome at their school regardless of who they are. Pupils are proud to receive awards for using 'character muscles', such as perseverance. Pupils say that bullying is rare, but if it did happen, they trust staff to resolve any worries quickly.
Pupils' well-being is well considere...d. One pupil, typical of many, explained how 'school is a safe place where we can let our emotions out'. Parents agree that their children feel safe.
Pupils are keen to learn and achieve well. They enjoy reading a variety of books. They use their knowledge of arithmetic well to solve problems.
They learn complex vocabulary that helps them to discuss interesting ideas. However, leaders have not sufficiently sequenced the whole curriculum from early years to Year 6. Some pupils at the early stages of reading do not receive precise support they need to catch up quickly.
What does the school do well and what does it need to do better?
Leaders have ensured that the curriculum is ambitious for all pupils. Subject leaders have identified the most important knowledge pupils need to know for all subjects in each year group. This ensures that teachers can teach the curriculum in a logical order, so pupils' knowledge builds over time.
However, this is not consistent across all subjects and requires further development.
Teachers receive subject-specific training. This provides them with a good understanding of the subjects they teach.
In lessons, teachers present subject matter clearly. Leaders ensure that in most subjects, teachers have resources that help them to deliver the planned learning.
Leaders ensure that reading is given a high priority.
They ensure that pupils have access to a wide range of quality books. Pupils receive awards to recognise their efforts to read more. Teachers read to pupils every day.
They use literature to help increase pupils' vocabulary. Teachers help pupils to use their vocabulary to explain their understanding of what they read.
Leaders have ensured that there is a consistent approach to teaching phonics.
Staff have received appropriate training to help them deliver the school's early reading programme. Teachers accurately identify any gaps that pupils may have in their knowledge of phonics. Pupils do not always receive the precise support they require to catch up quickly.
In mathematics, teachers follow an ambitious and well-thought-out curriculum. Teachers know the subject well. This enables them to spot pupils' errors or misconceptions quickly.
Teachers use regular checks to identify any mathematical knowledge that they need to revisit. They use resources well to help pupils use their knowledge to solve problems.
Leaders identify pupils with special educational needs and/or disabilities (SEND) promptly.
Adults reflect upon, and adapt, the curriculum for pupils with SEND to ensure that it matches their needs. Pupils and their parents and carers contribute to this process. Where needed, leaders ensure that they involve outside agencies to meet the needs of pupils with SEND.
Children in the early years get off to a good start. Relationships are warm and positive between adults and children. Established routines ensure that children are ready to learn.
There are many opportunities for children to develop their knowledge of vocabulary, numbers and writing. Children improve their physical skills in the well-resourced outside area. They develop their concentration on a wide selection of appropriate activities.
Leaders have revised the curriculum. They want children to learn the right knowledge to prepare them for future learning. However, leaders have not ensured that this is consistent across all areas of learning.
Leaders prioritise pupils' mental and physical well-being. Pupils are encouraged to show resilience and ambition to achieve their goals. They are respectful of different beliefs and family structures.
Pupils learn different ways to help them to explore their own mental health and emotional well-being.
Governors have an in-depth knowledge of the school. They use this knowledge to support leaders.
They check on staff workload. Staff enjoy working at the school. They value the opportunities they receive to develop their expertise in their roles.
Teachers appreciate the consideration that leaders have for their workload and well-being.
Safeguarding
The arrangements for safeguarding are effective.
Leaders put pupils' welfare first.
They know the pupils in school well. Leaders have clear oversight of pupils' behaviour, attendance and safeguarding. Staff receive regular training to help them understand how to safeguard pupils.
The right checks are in place before adults start working with children.
Leaders persist to secure the support that pupils and families need. They liaise with other agencies and ensure that they understand local issues that may impact their pupils.
Pupils learn about respectful relationships and personal space. Older pupils learn about peer pressure and consent. Pupils are alert to the risks of the online world.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some subjects, leaders have not ensured that the knowledge they want pupils to learn and when is clearly outlined and understood. Consequently, pupils do not develop their understanding and knowledge of all subjects in a coherent way. Leaders should ensure that there is clarity around the core knowledge that they want pupils to learn and when across all curriculum areas.
• Pupils at the early stages of reading do not always receive the precise support they need to catch up. This does not help them to learn to read quickly and efficiently. Leaders should ensure that pupils who need additional support to read receive precise support to enable them to become confident, fluent readers.
• In the early years, the key knowledge that children need to learn has not been considered in all areas of learning. This does not prepare children for their next stage in education. Leaders should ensure that all aspects of the school's early years curriculum are developed so that children are well prepared for Year 1.
