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They embody the school's ethos of 'learning to love and loving to learn'.
Pupils are safe in school. They have very strong relationships with their trusted adults, knowing they will resolve any concerns.
Pupils behave well and attend regularly.
Pupils enjoy their lessons, and most achieve well. The school has high expectations for pupils to do well, including those with special educational needs and/or disabilities (SEND).
Occasionally, learning activities do not yet accommodate the full range of learners' needs. This means some pupils do not yet achieve as well as they could.
A wealth of activities bri...ngs pupils' learning to life.
For example, pupils experience an earthquake simulator and take part in history workshops. Pupils also enjoy visits to the local racing museum, theatre, wildlife parks and residential stays.
Pupils have extensive opportunities to extend their talents and interests.
These include cheerleading, French club, cooking, choir, pony academy and music club. Many pupils benefit considerably from these opportunities, including disadvantaged pupils.
The school provides pupils with meaningful leadership opportunities.
These include 'Minnie Vinnies', chaplains, sports leaders, school councillors and reading champions. Pupils thrive in these roles, welcoming the opportunity to help others.
What does the school do well and what does it need to do better?
The school commits to 'inspiring learners to excel'.
The recently revised curriculum is suitably ambitious for all pupils. The progression in knowledge and skills is well sequenced. The school ensures that this curriculum is taught effectively.
This helps pupils to be well prepared for their future lives.
Pupils achieve well across subjects. For example, the school has focused on improving children's reading skills successfully.
In Nursery, children learn sounds accurately through songs, games and rhymes. In Reception, skilled staff ensure children pronounce sounds correctly. They quickly identify children who need more help to keep up.
This support helps these pupils become more fluent, confident readers rapidly. Children's reading books are chosen carefully to help them practise this fluency. This firm foundation in reading provides a strong platform for children's further learning.
Across subject areas, pupils' learning is exciting and interactive. For example, pupils held a remote call with a Peruvian geologist in a rainforest recently. Pupils have frequent, built-in opportunities to engage in debate and discussion.
This helps pupils recall prior learning and apply new knowledge. Pupils show their deep subject knowledge through their high-quality written work. This work demonstrates the school's high expectations for all pupils, including those with SEND.
The school has a very clear vision for realising these high expectations of pupils with SEND. This includes those pupils recently joining the school with more complex needs. Some of the work on achieving this vision is very recent.
This includes staff training in making appropriate adaptations to learning activities. This training is already having an impact but is inconsistently applied. This means the support for pupils with SEND remains varied.
As a result, some pupils with SEND do not achieve as well as they should yet.
The school's provision for pupils' personal development is exceptional. The school takes every possible opportunity to enhance pupils' cultural awareness.
This focus threads through the whole curriculum, emphasising the themes of love, respect and tolerance. For example, pupils sponsor a Ugandan pupil and exchange letters. They enjoy international food fairs and take part in a multifaith fortnight.
The school is proactive in encouraging pupils to be responsible, respectful citizens. Pupils vote for their school councillors and house captains. The school councillors rotate so that everyone has a chance to take on this role.
Pupils are active in the local community. They attend church services, organise fundraising events and visit the local care home.
Pupils learn how keeping fit and healthy helps them to stay strong and well.
The school celebrates special events such as vocational week and mental health week. The school's partnership with Suffolk young carers helps enhance pupils' emotional well-being.
Staff enjoy working at this school.
They understand the curriculum is evolving and can see the impact on pupils. Staff also say that recent revisions to the curriculum resulted in extra workload. Leaders are aware of this and are working to support all staff during this transition period.
The trust has a precise oversight of the school through its checking and support activities. The local governors are knowledgeable and deeply committed to the school's continuing success.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The school has not ensured that all staff have the skills they need to assess and adapt learning to meet the additional needs of pupils with SEND consistently. As a result, some of these pupils' needs are not met reliably. The school should ensure that staff are well trained to assess, plan and address the needs of all pupils with SEND and have the tools and understanding to make effective adaptations.
