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The school's values of 'citizenship, leadership, explorers, expression and flourishing' are threaded through every aspect of school life. This means pupils quickly develop positive attitudes to learning. Pupils are happy.
All pupils are supported to do their best. Relationships between staff and pupils are warm and caring. Older pupils act as reading buddies where they help younger pupils to learn to read.
School leaders are ambitious for what they want pupils to achieve. Pupils relish the learning challenges they have in class. Pupils work together purposefully to problem solve in lessons.
As a result, pupils achieve wel...l and are well prepared for the next stage of their education.
Pupils are proud of the work they do to support local and international charities. Fundraising events, such as the annual Rudolf run and the harvest festival help pupils to become responsible and active citizens.
School leaders are driven to ensure all pupils have the knowledge and skills they need to be successful in life. Beach school helps pupils to develop an understanding and appreciate of the richness of the local environment. Pupils build confidence and resilience through opportunities to go rock climbing and abseiling.
What does the school do well and what does it need to do better?
The school provides an exceptional quality of education. The school's ambitious curriculum is fully embedded in all year groups. Inspirational teaching reflects the high ambitions that leaders have for all pupils, including pupils with special educational needs and/or disabilities (SEND).
The school identifies SEND needs early and effectively meets pupils' needs. Pupils, including pupils with SEND, learn exceptionally well. The staff are highly successful in developing pupils' communication and language.
The early years environment is thoughtfully designed with activities that capture the imagination of the children. For example, children retell the class story to each other using puppets they have independently crafted. Children in the Reception Year use words like 'persevering' when they identify their friends doing well.
The school also focuses on developing pupils' character. This means pupils are independent and take responsibility for their own learning. Pupils talk with integrity about wanting to do their best and as they say, 'We try to go the extra mile.'
There is a sharp focus on teaching children to read from the day they start school. Phonics is taught with precision. Regular checks of what pupils know means that any pupil who is at risk of falling behind is quickly identified and support is put in place.
The books that pupils read match the sounds they know. Older pupils talk with passion and fondness about their favourite authors and the books they have read. Each week pupils learn a new poem.
Pupils also have the opportunity to recite these in weekly assembly. As a result, pupils love to read.
School and trust leaders support staff to build teachers' subject knowledge.
This means that staff implement the curriculum effectively. The curriculum is designed to build knowledge and skills progressively. For example, in art, pupils develop their skills in using shade and shadow.
This helps them to complete still life drawings as well as develop confidence in their artistic ability. Teachers have high expectations of what pupils can achieve. This means the work that pupils complete is of a high standard.
The school's curriculum for pupils' personal development is exceptional. Pupils apply for leadership roles across the school. For example, there is a head boy and head girl, house captains and well-being leaders.
Pupils are proud of these roles and know that they are role models to the younger pupils. They understand what it means to have responsibility. School council members lead weekly thought-provoking debates about topical issues.
Pupils have a well-developed understanding of healthy lifestyles, fundamental British values and a range of religions. This helps pupils to be respectful of difference and learn about the world beyond their own community.
The school is calm and orderly.
High expectations of how pupils should behave are established in the early years. There is a strong sense of duty from pupils to be kind and to support others who may need help. As a result, the behaviour of pupils is exceptional.
Attendance rates are high. When pupils are absent, the school works closely with families to support them coming to school.
Governance of the school is highly effective.
Staff say that school leaders consider their workload and well-being when making decisions. Trustees and the local governing body have a precise understanding of the school's strengths and areas that the school needs to focus on to ensure the best possible outcomes for all pupils.
