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Positive relationships are at the heart of this happy school. Pupils feel safe and nurtured.
They enjoy learning and are motivated by the rewards for showing their 'learning powers'.
Pupils behave well. They know the routines and expectations that adults have of them.
They participate well when learning and listen respectfully to one another. In Reception, children are sociable and curious. They collaborate well in their play, asking each other questions and making suggestions.
This harmony continues throughout the school. Pupils mix well across the ages. This is encouraged through the Crew system and Buddies that intentionally strengthen pupils' abi...lity to support one another and take responsibility.
There are well-considered enrichment opportunities for pupils of all ages. The 'Sandford 20' spans all curriculum areas with experiences that pupils will have by the time they leave the school. Pupils look forward to the overnight camps in Years 4, 5 and 6.
They deepen their understanding of history when visiting Bristol. Pupils enjoy participating in local community events.
Pupils are proud of the impact they have on school life.
Self-initiated acts of fundraising have provided additional resources for the school in recent years.
What does the school do well and what does it need to do better?
The curriculum is broad and ambitious. All pupils, including those who are disadvantaged or who have special educational needs and/or disabilities (SEND), learn the intended curriculum.
Teaching makes a range of effective adaptations to enable pupils with SEND to learn well. For example, pupils use concrete resources, sound mats and sensory breaks to help them to learn successfully.
The school has carefully designed the curriculum over a two-year rolling programme.
This ensures all pupils build cumulative knowledge over time. In the wider curriculum, this is achieved through pupils building on key concepts. For example, in history, pupils build an understanding of concepts such as monarchy, rituals and power through different time periods.
The implementation of a well-sequenced phonics programme ensures pupils at the early stages of reading learn well. Most pupils keep up with the programme. Those that need additional support have regular specific intervention.
Leaders quickly responded to a dip in key stage 2 reading outcomes. They designed a reading curriculum that pupils enjoy and learn well from. Pupils are knowledgeable about the different types of reading skills and can apply these to a range of texts.
Staff have secure subject knowledge. Subject leadership and trust networks help staff to deepen their knowledge. This means that staff pick up on misconceptions when checking for understanding.
Staff use the school's 'Hug-closer' groups to successfully address pupils' misconceptions or gaps in their knowledge.
The school is developing an agreed approach to teaching the curriculum. Teaching uses a range of strategies to implement the curriculum.
Some strategies are more effective than others. This means that pupils learn better in some areas of the curriculum than in other subjects. There is further work to do to ensure that the school embeds these teaching strategies across classes and the curriculum.
The school's work to promote inclusion is a strength. Through assemblies and the curriculum, pupils learn about different disabilities and needs. This develops pupils' understanding and compassion for one another.
Pupils understand the term discrimination. They know why some people might experience discrimination. Pupils know that everyone should be treated with respect.
Staff are well supported by leaders and the trust. Staff have received training to manage behaviour well. The school ensures that effective strategies are in place for those pupils who find self-control or engagement more difficult.
Governors, along with trustees, fulfil their statutory duties well. Local governance has developed since the school joined the trust. Clear structures for reporting and information sharing help governors, trustees and executive leaders to have an accurate picture of the school's strengths and areas for development.
Information given to governors is succinct. This enables governors to challenge and support 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 implementation of the curriculum is variable in quality across the school and curriculum subjects. Consequently, pupils learn better in some areas of the curriculum than others. The school must ensure that their agreed strategies for implementation are used securely and consistently so that pupils learn well across the curriculum.
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