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Pupils are proud to be a part of this warm school community. They display exemplary behaviour throughout the school day because they know what their teachers expect. Staff praise pupils for their positive actions, leading to happy and safe classrooms.
This begins in the early years, where children settle in quickly. Adults know pupils and their individual needs. The strong relationships between pupils and adults underpin these high behaviour standards.
The school is very ambitious for its pupils. The expectations for both academic achievement and character development are high. Pupils rise to this challenge including those with special educational needs and/or disabil...ities (SEND).
Over their time at the school, pupils become strong readers with literacy skills beyond what is typical for their age. They achieve an exceptional standard as demonstrated in published results.
Pupils enjoy the vast range of activities on offer, including coding, football, choir, drama and boxing.
Alongside other wider curriculum opportunities, these develop pupils' character and moral understanding. For example, pupils fundraise for local causes as part of the 'together' ethos of the school. As a result, pupils leave to attend secondary school as mature and independent personalities.
What does the school do well and what does it need to do better?
Much thought has gone into the curriculum design from the early years to Year 6. The school has been deliberate in weaving pupils' interests into its reading texts as well as themes important to their learning. The books chosen for each class help pupils learn about other parts of the curriculum.
For example, pupils in Year 4 read historical fiction about Pompeii, which expands their understanding of this period in time. Reading books are also linked to the morals and character traits that the school teaches in each year group.
Teachers and staff are highly trained in their subjects and the way they teach pupils.
Pupils read with fluency and have excellent comprehension skills. The high standards leaders have mean that pupils receive prompt support if they fall behind. This is reflected in the results that pupils achieve in external assessments, which are exceptional.
In the early years, pupils secure the initial phonics sounds, preparing them to read and write from this young age. This impacts their confidence as they progress through the school. By the time they reach Year 5, pupils write in an extended and detailed way.
Pupils have a strong and secure recall of what they are taught. For example, in science pupils learn the theory behind key conceptual ideas, such as different materials' properties. They are confident in explaining how natural materials like granite are manipulated for use in the home.
This extends to pupils with SEND, who are supported well by staff to ensure they access the same curriculum as their peers. The systems for knowing the needs of pupils and ensuring they get the right support work effectively. As a result, the achievement of pupils with SEND is notable.
A distinctive feature of the school is its strength in character development. From the early years, children are taught to be polite and caring towards each other. Over time, they develop confidence and responsibility towards their own learning.
Pupils in all years have positive and mature attitudes, which lead to them learning and achieving well. This means that they are well behaved in classrooms and move around the school with consideration for others. Pupil leaders work with the school council and as house captains, which provides experience of having an impact on the school community.
This builds on the culture of self-reliance and personal responsibility that pupils exhibit.
The way pupils get along has been successfully nurtured by leaders. Pupils learn to respect others and understand the community that they live within.
This is realised through a clear understanding of British values taught through the personal, social and health education (PSHE) curriculum. For example, pupils are respectful as they learn about cultural celebrations, such as Diwali. They ask thoughtful questions to better understand people's faiths and backgrounds.
Leaders, including governors, give fair consideration for staff's well-being and workload and work to minimise disruption caused by staffing changes. The quality of professional development is of a particularly high standard. The school ensures that staff are consistent in following policies on how to meet pupils' needs.
This leads to sustained high-quality provision for pupils, including those who are disadvantaged. Attendance is a priority and external support is sought, when needed, to work with families so that pupils attend school regularly.
