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This is a happy and welcoming school. Pupils are helpful and kind.
They live out the school mission 'to love, wonder and achieve together'. They show this through the many leadership roles they hold. Pupils enjoy school.
They feel it is an exciting place to attend. Pupils support each other and work well together.
The school has high expectations of what pupils can achieve.
Since the last inspection, it has worked at pace to redesign and improve the curriculum. Most pupils are enthusiastic about their work and are keen to share their ideas. Pupils achieve well and are well prepared for their next stage of learning.
Staff have positive relati...onships with pupils. They make sure pupils are safe. Pupils trust staff to help them with any concerns they have.
Staff give pupils the support they need. This helps pupils to settle into their work quickly and without disruption.
The school makes sure pupils behave well.
Pupils know the school's rules and most follow these without reminders. All staff are consistent in their expectations of pupils' behaviour. This begins in the Reception Year, where adults support children to follow the classroom routines.
The school environment is calm and orderly.
What does the school do well and what does it need to do better?
The school delivers an effective curriculum. Its design supports pupils to build their knowledge.
As they move through the curriculum, pupils return to and build on what they already know. This helps them secure their knowledge over time.
The curriculum is ambitious for all pupils.
The school makes sure everyone receives the support they need to access it. The school has an accurate understanding of the needs of pupils with special educational needs and/or disabilities (SEND). Staff use their expertise to provide pupils with SEND in-class support and resources.
This helps these pupils learn the curriculum alongside their peers.
The reading curriculum is delivered well. Children in the Reception Year become familiar with letters and the sounds they make.
This helps them to identify sounds and words in stories and in the world around them. As they move through the reading programme, pupils blend sounds into words. They use this knowledge in their writing.
Teachers check and support pupils to correct any errors they may have. This helps pupils to build their knowledge well.
Pupils who are at risk of falling behind with their reading get extra help to practise and blend the sounds they are less secure of.
This supports pupils in becoming fluent and confident readers. Pupils read a wide range of high-quality texts. These texts support pupils to deepen their curriculum knowledge and understanding of the world.
In all curriculum subjects, the school regularly checks what pupils know and remember. It uses this information to support pupils to address any gaps they might have This helps pupils secure their knowledge. However, in some subjects, the school does not check how well pupils can apply their knowledge.
For example, pupils research facts about the Roman invasion of Britain but they do not have enough opportunities to consider its impact on life in Britain. This means pupils do not always have opportunities to deepen their understanding.
In classrooms, most pupils follow adults' instructions well.
They join in with enthusiasm and contribute well to whole-class work. Pupils move around the school in a calm and orderly manner. Pupils enjoy lunchtimes, and they play well together.
The school helps pupils reflect on the lives of others. Pupils take part in local community events. As part of 'refugee week', they read stories to understand how people feel when they leave their home country.
Pupils have made links with a local care home, where they spend time meeting residents. They share stories, songs and perform to them. Pupils are proud to raise money for many charities and donate food to the local food bank.
Through their leadership roles, pupils make a difference to the school. The chaplaincy team leads reflection clubs. Eco-warriors are proud of their contribution to the design of the prayer garden.
The school council enjoys organising whole-school events such as a talent show. The 'red hats' support younger pupils to enjoy their playtimes. These activities help pupils build their character and a sense of responsibility.
The local governing committee has an accurate understanding of the school's strengths and next steps. It works in close partnership to ensure the school continues to improve. Staff feel well supported to develop their practice.
They value the professional development they receive, which helps them teach the curriculum well.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some subjects, teachers do not check how well pupils can apply their knowledge.
As a result, pupils are not given enough opportunities to extend their learning. Plans to address this are at an early stage of implementation. The trust should ensure staff have the knowledge and skills to design tasks that allow pupils to apply their knowledge and extend their learning.
