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They said that this makes them feel happy, cared for and safe. Pupils understand and follow the school's 'Respect' code of conduct well. They aspire to be the best that they can be.
Pupils are polite, well-mannered and thoughtful towards each other, staff and visitors. The school is built on a strong culture of respect. Pupils, including children in the early years, support each other in their learning and play.
They know that staff are there to help them if they have any worries or concerns.
Promoting pupils' personal development is a fundamental aspect of the school's work. Pupils hold positions of ...responsibility, such as play leaders, school councillors or reading ambassadors.
They know that their opinions matter. Pupils across the school particularly enjoy the trips and residentials on offer. Year 6 pupils enjoy visits to London and the Houses of Parliament every year.
The school has high expectations for pupils' achievement. Pupils know that teachers expect them to work hard and to succeed. They take pride in their learning.
This is reflected in the work that they produce. They are keen to talk about what they have learned. Pupils, including those with special educational needs and/or disabilities (SEND), achieve well in most subjects.
They are well prepared for the next stage of their education.
What does the school do well and what does it need to do better?
The school is ambitious for its pupils. It has designed a curriculum that reflects the context of the local community and pupils' learning needs.
This is evident in the positive outcomes that Year 6 pupils attain in national tests and assessments. The well-ordered curriculum begins at the start of the early years, where the school has thought about the essential foundations that children need for future learning. There is a seamless transition from the Reception Year into Year 1, which builds on children's knowledge and independence well.
Across key stages 1 and 2, pupils continue to experience a carefully designed curriculum that is delivered in a logical order. However, in a small number of subjects, the school has not identified the knowledge and understanding that pupils need to make progress towards the required learning. As a result, staff do not always recognise where there are gaps in learning.
Teachers deliver the curriculum using appropriate and well-chosen resources. They skilfully check what pupils know and remember. Activities support pupils to revisit and recap their previous learning.
This assists pupils to successfully develop their knowledge over time.
Staff are suitably equipped to identify pupils' additional needs accurately and quickly. Staff receive appropriate training so that they know how to support pupils with SEND effectively.
The school ensures that staff adapt the delivery of the curriculum so that pupils with SEND can learn successfully alongside their peers.
The teaching of phonics and early reading has been a priority for the school. Children in the early years enjoy singing and sharing in rhymes and songs.
They learn about letters and the sounds that they represent as soon as they join the Reception class. Staff deliver the phonics programme with considerable expertise. They receive regular and appropriate training to ensure that the phonics programme is taught consistently well.
Pupils practise reading using books that match the sounds that they know.
Children in the early years are well behaved. They follow established routines and learn cooperatively alongside one another.
Behaviour across the school is highly positive.The school has improved attendance for many pupils. However, the absence levels for some pupils remain a concern.
Despite a range of strategies to boost attendance, some pupils do not attend school often enough. Therefore, they miss important learning and experiences.
Pupils are well-prepared for the next steps of their education.
They learn about what constitutes a healthy relationship, how to maintain a positive mental attitude and understand how to keep themselves safe online. Pupils enjoy a range of clubs on offer, including signing choir, basketball and art. They learn about different careers and have the chance to think about what they may wish for their futures.
Staff feel valued. They are proud to work at the school. Staff appreciate the support offered by school leaders around their well-being as well as the commitment to their ongoing professional learning.
The governing body is highly effective. It maintains a clear focus on the quality of education provided by the school.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Occasionally, the school does not set out the small steps of subject learning that pupils need to make progress to the agreed end points. This means that from time to time, staff do not identify gaps in learning for a few pupils. The school should ensure that these steps are clearly identified in all subjects.
• Some pupils do not attend school regularly enough. As a result, these pupils miss out on important learning and experiences. The school should review and refine its actions to promote attendance so that those pupils with high absence rates attend school more often.
