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This is a truly joyful place where pupils thrive. Relationships are built on high levels of trust and mutual respect. The welcome that pupils receive at the school is palpable.
Pupils are kept very safe; they know staff will look after them. They have a strong understanding of right and wrong. Discrimination and bullying have no place at the school.
Parents and carers are also supportive and positive about the school. Comments such as 'happy', 'wonderful' and 'exceptional' are typical.
The trust has high expectations for both pupils' behaviour and academic excellence.
The school thinks carefully about how best to teach pupils to meet these ambitious ...aims. Staff receive extensive training to develop their subject knowledge. Teaching is therefore highly effective.
As a result, pupils, including those with special educational needs and/or disabilities (SEND), are exceptionally well prepared for secondary school.
Pupils' behaviour is exemplary. They focus intently in lessons, listening to the teacher and their peers.
Pupils discuss and debate issues vigorously, showing respect for each other's ideas even when they differ from their own. Pupils are very proud of the positions of responsibility they hold, such as house captains and young leaders.
What does the school do well and what does it need to do better?
The school's ambitious and well-planned curriculum ensures that pupils' learning builds securely over time.
The school keeps up with educational research to deliver excellent provision. Across the curriculum, from Nursery to Year 6, subjects are designed and taught meticulously. Lessons are well designed so that all pupils can access subject content with confidence.
Adaptations for pupils with SEND are highly effective. Staff receive specialist training to better understand different pupils' needs. In this way, all pupils achieve exceptionally well.
Teachers ensure that pupils have many opportunities to revisit what they have previously learned. For example, in mathematics, teachers recap pupils' learning regularly. In computing, pupils develop deep understanding of key knowledge and vocabulary.
In history, the school's curricular thinking ensures that key themes recur over time. All these strategies help pupils embed new ideas into their long-term memory. Teachers regularly check pupils' understanding.
For example, adults listen and respond to pupils' explanations very carefully. They challenge and address any misconceptions quickly.
The trust is committed to ensuring that all pupils develop the fundamental skills that underpin future learning.
In the early years, there is a focus on children's learning to form letters correctly. Staff enable children to acquire a secure understanding of number and, in particular, of learning to read.
Children begin learning phonics as soon as they start in Reception classes.
Staff have exceptionally deep knowledge of how to teach early reading. They consistently deliver phonics lessons highly effectively. Strong assessment practices ensure that any pupils in danger of falling behind are quickly identified and helped to catch up.
Books are carefully matched to the sounds pupils know. Consequently, pupils can practise becoming accurate and fluent readers. Books used in reading lessons are carefully chosen to spark interest and broaden general knowledge.
Expectations are equally high for behaviour. The school expects '100% participation' in all lessons, and staff regularly check on this. Pupils are taught how to behave in a way that is conducive to their own learning and the learning of others.
For example, they learn how to work productively as part of a group. Staff encourage pupils to be organised when completing independent tasks. They support with great care any pupils who might find this a challenge.
The school's offer for personal development is excellent. Staff spot talent and nurture it. Pupils appreciate assemblies about topical issues, including emotional well-being.
Pastoral care at the school is exemplary. Pupils are enthusiastic about educational visits. For example, pupils in Year 5 are looking forward to visiting the Horniman Museum as part of their history topic on Benin because Year 6 pupils have enthused about it.
Pupils also enjoy the range of clubs available, such as Mandarin, ukulele and art. Pupils have exceptionally positive attitudes to school. Leaders make sure that pupils' attendance is high.
The school works closely with parents to overcome any barriers to pupils attending well.
Staff say that their developmental needs are extremely well met. They also say the school is a wonderful place in which to work.
Leaders work closely with staff to minimise workload wherever possible. The mantra 'not more, but better' sums up the school's approach to maintaining a healthy work–life balance yet still delivering excellence.
The trust is very well led and governed.
It shares the same high ambitions for all pupils, including disadvantaged pupils and pupils with SEND. Those responsible for governance understand their roles and know the school and trust priorities well because communication with leaders is clear and effective.
