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Pupils are happy and feel secure at school. Children settle quickly into Reception Year because staff care about them and are attentive to their needs.
Pupils are proud of their school and are keen to talk to visitors.
Leaders and staff want the best for pupils. They encourage pupils to be ambitious and hard working.
Pupils, including the youngest in the school, show good levels of perseverance and resilience in their work. As a result, they achieve well and most reach national expectations in reading, writing and mathematics by the end of key stage 1.
Most pupils behave well in lessons and around the school.
Occasionally, a small number tal...k over their teachers and do not listen carefully. But lessons are rarely disrupted, and staff manage pupils' behaviour well. Pupils have a good understanding of bullying.
When it occurs, leaders deal with it swiftly. The majority of parents reported that their child has not experienced any bullying.
Parents have positive views of the school.
They appreciate the caring and nurturing nature of staff. Leaders ensure that their school motto of 'Love God and Love One Another' is lived by pupils daily.
What does the school do well and what does it need to do better?
Pupils benefit from a broad and balanced education.
Leaders ensure that work planned builds successfully on pupils' prior knowledge. Key vocabulary is identified so that pupils learn the precise words they need to understand subject content. Leaders have recently revised their curriculum to strengthen it.
As a result, the approach taken in a small number of subjects is still developing. Some staff do not yet have the subject knowledge needed to deliver all subjects well.
Staff check pupils' understanding during lessons.
They provide extra support and adapt tasks for pupils with special educational needs and/or disabilities (SEND). But pupils struggle to remember prior learning in some subjects. This is because staff do not always revisit and recap previous learning with sufficient frequency and depth.
Leaders recognise the importance of reading. Cosy book dens in classrooms and 'stop, drop, read' opportunities encourage pupils to enjoy reading. Children begin learning phonics as soon as they join the school.
Leaders have purchased new books and resources to improve phonic teaching further. Staff identify pupils who fall behind and these pupils receive more teaching input. However, the support and resources provided are not always targeted well enough.
As a result, the lowest attaining pupils are not catching up as quickly as they could.
Children in the early years enjoy the exciting activities teachers plan. There is a strong focus on improving children's communication and language skills.
Adults read lots of stories and spend time talking to individuals. They ask them questions to check their understanding. Timetables are suitably adapted for those who are not yet ready for full-time school due to complex individual needs.
Children are inquisitive and behave well during both indoor and outdoor activities.
Pupils with SEND are well supported both in lessons and in extra afternoon sessions. Staff make an effort to ensure that these sessions do not impact on whole-class lessons.
Leaders work closely with other professionals. They access specialist help and advice to support pupils with individual behaviour or learning needs.
Pupils enjoy the range of activities school offers.
They readily take on extra responsibilities, such as becoming house captains or liturgical leaders. Pupils are clear about their own Christian faith but are less secure in their understanding of other religions. Pupils' knowledge of fundamental British values is also at an early stage, even though staff have talked to pupils about these.
Leaders carefully track the attendance of all pupils. They follow up all absences quickly to check the reasons for non-attendance. The before-school 'toast club' has had a positive impact on encouraging some pupils to attend better.
Yet, there are still a large number of vulnerable pupils who do not come to school regularly. These pupils miss vital lessons. This affects their achievement.
Staff morale is high in school. All adults work closely together and share leaders' ambition to provide a good quality education for every pupil. They appreciate changes made to help reduce their workload.
Those who are newly qualified are well supported by senior leaders.
Academy leaders and governors provide effective support for all staff. This includes training and networking with other schools.
Their evaluation of the school is accurate. They utilise their expertise extremely well to closely track all aspects of the school and hold leaders fully to account.
Safeguarding
The arrangements for safeguarding are effective.
Leaders and all members of the multi-academy company (MAC) ensure that safeguarding is at the forefront of their work. Pupils are well looked after. Leaders have developed clear systems for checking that staff have the training they need to take the right action to keep pupils safe.
Leaders keep secure records of concerns which arise. They seek additional support or advice where needed to help families and pupils. Recruitment checks are stringent and well organised.
Pupils feel safe and understand how to keep themselves safe. They talk confidently about staying safe online, on the road or if there is a fire.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Teachers lack the subject knowledge they need to teach the curriculum successfully in some subjects.
They do not check how well pupils remember what they have learnt. This means that pupils do not achieve equally well in all subjects. Leaders should ensure that staff have the skills they need to deliver all subjects effectively and that they check how well pupils retain the information taught.
• The lowest attaining pupils are not supported adequately or given the right resources to help master the skills needed in reading. They are not catching up quickly enough to become successful and confident readers. Leaders should ensure that pupils have the right books and receive the support they need to achieve at an age-appropriate level.
• Pupils' knowledge and understanding of fundamental British values, and cultures and beliefs which are different to their own, is at an early stage. Consequently, pupils are not as fully prepared for life in modern Britain as they could be. Leaders should ensure that pupils understand and appreciate different faiths and cultures.
• Too many pupils, particularly vulnerable pupils, are persistently absent. This means they miss vital learning in school. Leaders should continue to work with parents to instil the importance of regular attendance.
