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This is a caring, nurturing and happy school. Pupils feel safe here.
Staff know pupils and their needs extremely well. Pupils know that staff will listen and help them if they have a worry. This is a school that welcomes everyone.
New arrivals soon settle in and make friends. This includes pupils who speak English as an additional language. Pupils respect each other's differences.
The school's high expectations of pupils help them to achieve well across the curriculum. They are proud to attend this school. Pupils are polite, kind and friendly.
They strive to earn 'golden tokens' and look forward to 'ice lolly Friday' for trying their best.
T...he pastoral support that pupils receive is a strength of the school. Expert staff provide effective guidance to pupils who struggle with their emotions.
Pupils value opportunities to develop friendships in the 'keep calm and relax' room. They enjoy playing games with their peers, while having valuable time to talk to trusted adults.
Pupils develop their confidence and leadership skills by taking on roles such as peer mentors and school councillors.
They make worthwhile contributions to the local community, including during visits to the nearby retirement village.
What does the school do well and what does it need to do better?
The school is aspirational for pupils' academic achievement and broader personal development. The curriculum is broad, ambitious and engaging.
The school has identified what pupils should learn across the curriculum. It has ensured that pupils' knowledge builds progressively. In most subjects, pupils can recall their learning well.
However, in a few subjects in the wider curriculum, pupils are not as secure or confident in recollecting some of the key knowledge they have been taught. Occasionally, pupils with particular talents are not given tasks that challenge them to achieve the highest standards. Pupils' knowledge in these subjects is not as secure as it could be.
Reading is given a priority at this school. Children start learning to read as soon as they join the Reception Year. They soon learn how to blend sounds together to read simple words.
The reading curriculum is well organised and the school's approach to teaching phonics is effective. Staff quickly identify pupils who need extra help with reading. These pupils receive timely and effective support so that they keep up with their peers.
Pupils, including those with special educational needs and/or disabilities (SEND), soon become eager, confident readers.
The school utilises a range of methods to check how well pupils are learning. Staff review pupils' work and ask them pertinent questions to identify any gaps in pupils' knowledge.
In the main, these checks on learning provide the school with clear information about how well pupils understand and remember the knowledge that they have learned. However, these processes are still being refined. In a small number of subjects, they are not as effective in identifying, with precision, what pupils know and what they need to revisit.
The school identifies pupils with SEND swiftly. Teachers adapt their approaches so that these pupils can access all that the school has to offer. The school places a sharp focus on developing pupils' speech and language.
This is evident in the early years, where children get off to a strong start. Children are confident, happy learners. They thrive during their 'welly Wednesday' lessons, when they develop their curiosity of nature.
Staff model speaking in sentences effectively, and this enables children to develop their own language and communication.
Pupils respond well to the school's high expectations of their behaviour. Staff model these expectations consistently.
Pupils behave well in the classroom and outside. They understand the importance of kindness and trying their best.
The school provides pupils with a range of experiences that they may not otherwise encounter.
For example, they have opportunities to visit London, take part in curling competitions and learn how to play a musical instrument. Pupils learn about faiths and cultures that may be different to their own. They speak with respect when discussing difference and diversity, stating that, 'Everyone is different, and everyone should be friends.'
The school aims for pupils to be ambitious, confident citizens. Pupils learn about a range of careers and sample what life is like at university. They are prepared well for their next stages of learning.
The school not only supports pupils, but their families too. It provides a range of workshops for parents and carers so that they can support their children at home. Parents are as important as the pupils at this school.
Trustees and governors are extremely ambitious for the school. They are proud of all the school has to offer. Trustees have appropriate processes in place to check the effectiveness of the school.
Staff are proud to work at the school. They value the support they receive to manage their workload and the consideration given to their well-being.
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 small number of foundation subjects, the school's checks on pupils' learning do not provide information that identifies precisely how well pupils have learned the curriculum. This means that any gaps in pupils' learning are not highlighted and resolved as well as they could be. The school should continue to develop its work checking on pupils' learning so that staff are able to identify exactly how well pupils have learned the curriculum.
In a small number of foundation subjects, leaders' high expectations of what pupils can achieve, including those with specific talents, are not realised fully. In these subjects, some pupils' recall of previous learning is not secure, and they do not achieve as well as they should. The school should ensure that its high expectations of pupils' learning and achievement are realised fully in all subjects, so that pupils achieve consistently well across the curriculum.
