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This school sits at the heart of the community it serves. There is a keen focus on helping pupils and their families overcome any challenges they might face. The school's ambitious 'changing lives' vision underpins leaders' determination to give pupils a good deal.
Most pupils enjoy coming to school and appreciate the care and support they receive from staff. However, some pupils do not attend school as often as they should.
Pupils' positive attitudes mean that they are focused and keen to learn.
They know that staff want them to be successful. Low-level disruption in lessons is not usual. Most pupils behave well around school and feel safe.
This is ...reflected by the 'happy hum' of a busy lunchtime. According to most pupils, the school deals with any incidents of poor behaviour or bullying fairly and consistently.
Pupils like being with their friends.
Younger pupils in the primary provision look up to their secondary peers. For example, pupils in Year 3 enjoy sharing their reading books with the Year 8 reading champions. Many pupils take part in after-school activities, including drama, sewing and sports clubs.
They also benefit from trips to local museums, taking part in outdoor pursuits or visiting Paris.
What does the school do well and what does it need to do better?
The school has recently gone through a period of instability and uncertainty. Strong support from the trust has smoothed the transition to new leadership.
During this time, the school has continued to improve. Staff, some of whom have only been in post for a short while, are proud to work at the school and are motivated to do a good job.
Children in the early years get off to a great start.
They quickly learn to concentrate and grow in confidence. There are rich opportunities for children to learn about words and numbers. They engage eagerly with activities such as painting, making pumpkin soup and playing outdoors.
There is a strong focus on making sure that pupils can read well. Children in the Nursery Year 'warm up their fingers' to trace the shapes of letters they know. Pupils in the early stages of learning to read follow a well-planned programme to learn their letters and sounds.
Those who struggle often read with an adult so that they can practise deciphering unfamiliar words. This support continues until pupils can read accurately and fluently.
Older pupils also have opportunities to enjoy reading.
Pupils in key stage 2 love hearing their daily story. In the secondary phase, some pupils enjoy reading books they have chosen during breakfast sessions. Pupils know that reading is crucial to their success in other subjects.
The school has recently reviewed the curriculum. The curriculum offer in key stage 4 has been broadened to include more vocational and practical subject choices. Leaders have ensured that the curriculum suits the school's context.
The curriculum is well organised so that teachers know what has gone before and what pupils will learn next.
Teachers use their detailed subject knowledge to deliver the curriculum. The resources and activities they choose help pupils learn new information and make links to what they know already.
Teachers use skilled questioning and check pupils' written work to correct any misunderstandings. However, some of the work to improve the curriculum has not been in place long enough to ensure that pupils' knowledge is secure in all subjects.
Most pupils with special educational needs and/or disabilities (SEND) follow the same curriculum as their peers.
The school provides these pupils with opportunities to repeat work to help them remember important information. Some parents and carers of children with SEND are positive about the help their children receive. Others are concerned that their children are not supported well enough.
The behaviour of most pupils is good. Pupils value the rewards they receive for having a positive attitude and trying their best. The number of pupils suspended from school is beginning to reduce.
A few pupils benefit from extra support to help them improve their conduct.
The personal development programme teaches pupils how to look after their physical and mental health. Pupils understand what makes a friendship or a relationship healthy.
They show respect when discussing those who have backgrounds that are different from their own. The provision for careers education is well developed, although leaders know that pupils should have more opportunities to gain work experience.
School and trust leaders have worked hard to secure the school's improvement.
However, variations between some of the policies and practices in the primary and secondary phases risk reducing the impact of their work. Trustees know the school and its community well. They are committed to providing leaders with the right support.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The curriculum is well thought out and implemented consistently. However, some of the school's work to improve the curriculum is relatively recent.
There has not been enough time for all of the developments to have the desired impact on what pupils know and can remember. The school must ensure that the curriculum continues to be implemented effectively so that there is a sustained improvement in pupils' achievements. ? Some parents of children with SEND lack confidence in the help provided by the school to meet their children's needs.
These parents are not always aware of how the school is supporting their child to do well. The school must improve its communication with parents of children with SEND so that these parents are well informed about, and involved with, the school's work to help their children be successful. ? Some pupils do not attend school often enough.
These pupils miss out on important learning and wider school experiences. The school needs to continue its work to reduce persistent absence, particularly of disadvantaged pupils and pupils with SEND, so that all pupils attend school well. ? Leaders in the primary and secondary phases do not always work together closely enough.
Full advantage is not taken to discuss common approaches and share effective practices. This sometimes creates an unhelpful disconnect between the two phases. The school should establish a commonly understood set of policies and practices so that the transition between key stages 2 and 3 is seamless.
