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A.R values of 'safe, together, achieve, respect' are becoming the golden thread that links all aspects of school life. Pupils know the values and talk confidently about how these are helping with their behaviour and learning.
Pupils feel safe and know adults will help them with any worries they may have.
The school has focused on improving behaviour by raising expectations. Pupils say they enjoy coming to school.
Learning in classrooms is not interrupted by poor behaviour. Pupils with more challenging behaviour needs are well supported. Pupils know that any incidents of bullying are now dealt with quickly and fairly.
Pu...pils are proud to take on the many leadership roles, such as head boy and girl, house and sports captains. These responsibilities give them the opportunity to represent the school and be role models. Pupils enjoy the wide range of clubs they can attend.
The school is highly ambitious for every pupil, including pupils with special educational needs and/or disabilities (SEND). It acknowledges that pupils have not achieved as well as they should. The school is determined to raise pupils' outcomes.
It is making rapid improvements to do so.
What does the school do well and what does it need to do better?
New leaders have made significant changes to the curriculum. This is helping to close the gaps in pupils' learning.
The curriculum is ambitious, broad and engaging. The school has thought carefully about what it wants pupils to know and remember. It has mapped out the knowledge and skills pupils need to prepare them for their next stage of learning.
The school is working at a rapid pace to ensure that these developments are put in place across all areas of the curriculum. However, some changes are still very new and the impact for pupils is not yet evident.
Teachers have strong subject knowledge.
They ensure that learning is sequenced and progressive. Teachers check to make sure that pupils understand their learning and have no misconceptions. The new curriculum enables pupils to spend time revisiting prior learning.
This makes sure any gaps pupils currently have in their learning are addressed and that pupils know and remember more.
The school knows the importance of securing firm foundations in the early years. It recognises that some practice in the early years still requires improvement.
The school is reviewing the early years curriculum. The school is aware of what knowledge children need to know in all the areas of their learning in order to be ready for key stage 1. However, this revised curriculum is not yet complete.
Reading and phonics is a top priority for the school. The school is determined that all pupils will be fluent and confident readers. However, there are still pupils who have gaps in their phonics knowledge and those who are not reading as fluently as they should.
The school has a new phonics programme in place. All staff are well trained. Staff regularly check to make sure pupils are reading books that match their phonics knowledge.
Pupils that have gaps in their knowledge receive daily interventions to enable them to rapidly catch up. The school successfully fosters a love of reading. For example, pupils enjoy listening to the class text.
They relish the chance to read the new books in their class libraries.
For pupils with SEND, new systems are in place to ensure that identification is as early and effective as possible. Recent training has ensured that teachers are aware of pupil targets and how to meet their varying needs in lessons.
The school is ambitious that these pupils will learn the same curriculum as their peers. Their progress through the curriculum is closely checked to make sure they achieve their targets.
The school has high expectations of behaviour.
Pupils generally listen well to adults and to each other in lessons. This means that learning is rarely disrupted. Pupils move around the school sensibly and safely.
The school ensures that pupils learn about different cultures and religions, particularly those within the school community. Pupils know the importance of respecting differences. They say, 'Treat people as you would want to be treated.'
Governors are knowledgeable about the school. Alongside leaders, they have identified key areas for improvement. They use their experience well to offer challenge and support.
Leaders are fully supported by the staff, who feel their well-being is considered carefully. The school is rightly focusing on improving the quality of education for its pupils.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The important changes the school has made to the curriculum are not fully implemented. As a result, the gaps pupils have in their subject knowledge and skills have not been addressed. The school needs to ensure that all subjects are fully embedded so that pupils can build on their learning and outcomes improve for all groups of pupils.
• Some pupils in the early years do not acquire the fundamental knowledge and skills they need. As a result, they are not as prepared as they should be for their next stage of learning. The school should ensure the new curriculum enables children, including those with SEND, to deepen their knowledge and understanding across all areas of learning, preparing them well for key stage 1.
