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They form positive relationships and care for each other, demonstrating the school's vision to 'love, laugh, learn and live'. The school has high expectations of pupils who demonstrate excellent behaviour. Parents and carers value the school and say the school 'helps pupils to be the best version of themselves'.
At St Aidan's, all pupils benefit from a well-considered, enriching personal development offer. The school has carefully planned opportunities for pupils to learn knowledge such as about equality, diversity and difference. This prepares them exceptionally well for their next steps.
Pupils show respect, consideration and k...indness towards others and say they want to make a real difference to the world.
The school's offer for extra-curricular activities allows pupils to enjoy new activities, for example the wide range of sports clubs. It provides alterative opportunities for pupils who cannot attend these after the school day.
This means all pupils benefit from this offer.
Pupils achieve well across the curriculum. A well-planned curriculum across the range of subjects means that pupils are increasingly prepared to move to their next phase of education.
Teachers deliver this in interesting and engaging ways and have high expectations of pupils' work.
What does the school do well and what does it need to do better?
The school is clear that it wants all pupils to be able to read well by the end of Year 2. Pupils learn to read as soon as they start at the school.
This includes many opportunities to build their knowledge of letter sounds to help pupils develop confidence and fluency. Additional help is given to pupils who need extra support. As a result, pupils achieve well.
Teachers use their expert knowledge to teach pupils well and follow the phonics programme carefully. Pupils enjoy reading and share many examples of their favourite books that they read with teachers and peers.
The school's mathematics curriculum ensures that pupils learn number facts and practise what they know in tricky problems.
Teachers provide extra effective support to pupils with special educational needs and/or disabilities (SEND), such as by using practical resources or different questions where needed. Children in the early years learn the basic skills that they need in mathematics quickly. For instance, they grasp a good understanding of the meaning of numbers.
Mostly, the rest of the curriculum is well designed. The school helps teachers to deliver the curriculum intelligently. However, in a few subjects, the knowledge that pupils need is not identified clearly.
This means that pupils' learning occasionally is less focused on the specific knowledge that they need to know.
The school quickly identifies and supports pupils with SEND. Most teachers know how to support pupils' learning effectively, and they check what pupils know and remember well.
As a result, pupils with SEND learn the ambitious curriculum alongside their peers.The school has recently revised its behaviour policy to further recognise pupils' positive behaviour. Pupils follow these expectations well.
For pupils who need support to manage their feelings and behaviour, staff take a skilful, nurturing approach. Consequently, school is a calm and orderly place where learning proceeds without disruption. Children in the early years follow planned routines and show respect to each other.
As a result, they play happily with their peers.
The school's personal development offer ensures that pupils are very well prepared for life in modern Britain. Pupils know how to care for their mental and physical health.
The school's excellent work to develop pupils' cultural knowledge enables them to respect differences between people.
The school has established first-rate opportunities for pupils' wider development at the heart of its work. Pupils with leadership roles speak confidently about what it means to be a great leader.
For example, the eco committee used recycled materials to create a 'light up the woods' event for the community. They have won awards for their achievements.
Parents and carers speak positively about the school's work.
Parents of pupils in the early years say that children settle happily into school life. Relationships between staff and parents support this significantly.
Staff are proud to work at the school.
The changes that the school has made to its curriculum is supporting staff's workload. Governors hold leaders to account and invest their time thoughtfully.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a few subjects, the school does not identify the smaller steps of knowledge that staff should teach. As a result, pupils sometimes miss steps in their learning. The school should ensure that the key knowledge that they want pupils to learn and remember is identified across all subjects and phases.
