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Parents, carers, pupils and staff all appreciate the strong sense of community this school promotes.
Relationships across the school show kindness and caring. Staff members are welcoming and approachable to both pupils and their families. The school creates a supportive environment where pupils feel safe.
They enjoy coming to school, and most pupils attend regularly.
Pupils behave well. They get along with one another and show respect to visitors.
They are polite and well mannered. The school's routines are well established, creating a calm and orderly atmosphere. Pupils who need extra help to deal with their emotions receive effective support. <...br/>The school is ambitious for all its pupils, including those with special educational needs and/or disabilities (SEND). Pupils have positive attitudes to their learning and say teachers help them learn. They achieve well.
Pupils are proud of their happy, purposeful and inclusive school. Through the 'Green Team', they learn to care for the environment. Pupils enjoy taking on leadership roles, such as pupil chaplains or school councillors.
Sports leaders play a key role in keeping the playground fun and friendly. Pupils engage in a range of enriching after-school activities.
What does the school do well and what does it need to do better?
The curriculum is ambitious and carefully sequenced from the early years to Year 6.
The school's work to enrich pupils' language skills enables them to use a wide range of vocabulary. This begins in the early years, when adults extend children's vocabulary and model language. In mathematics, adults encourage younger children to use sentences to explain their thinking.
In an art lesson based on Cézanne, older pupils accurately use words such as composition and transparency. Pupils in science use terminology confidently, such as gestation and life expectancy. Pupils enjoy extending their vocabulary.
In most subjects, teachers check, identify and address any gaps in pupils' subject knowledge effectively. This helps pupils build on their prior learning and secure their new knowledge. Pupils make connections between important concepts.
In some areas of the curriculum, the checks that teachers make are not as precise. This means that misconceptions persist and learning gaps emerge for some pupils.Reading is a priority.
Teachers successfully teach phonics from the early years. Pupils practise reading books that are well matched to the sounds they know. All staff receive appropriate training and accurately model sounds.
Pupils have regular opportunities to read with adults. Pupils engage with carefully chosen texts to develop fluency. Teachers quickly identify those who need extra help and support them to become more confident readers.
Books are deliberately chosen so they reflect the cultural diversity of the school community. They also build pupils' comprehension skills. Pupils enjoy visiting the well-stocked library to select books.
The school works well with parents and outside professionals. All work together to make sure that pupils with SEND get the right support for their individual needs. Teachers and teaching assistants work closely together to help these pupils take part in their learning.
When pupils struggle with certain subjects, they receive support that allows them to catch up. The school delivers a more tailored and nurturing environment for those who need it. This enables these pupils to be successful in their learning.
The school's 'super skills' support and promote pupils' positive behaviour. Children develop skills in the early years that help them work as part of a group, such as negotiation, sharing and collaboration. Pupils know that staff deal with any bullying effectively.
Pupils say adults will always listen to worries or concerns. They can also share these through class worry boxes or 'care bears'.The school promotes pupils' regular attendance by using rewards and celebrating high attendance.
Where pupils' attendance is not as high as it should be, the school offers targeted support for families. The school also provides enrichment activities for pupils, such as Irish dancing and boxing, to help them get back on track. The school is at an early stage of evaluating the strategies it has put in place.
The school teaches pupils how to stay safe by addressing road and online safety issues. Pupils enjoy opportunities to visit galleries and attend the theatre. Partnerships with local businesses broaden pupils' understanding of the world.
They provide possible career paths for the future.Governors understand their role and responsibilities. Governors and leaders share a common goal.
Staff feel well supported. They receive valuable training that enables them to learn new skills. They appreciate the actions leaders have taken to reduce their workload.
Parents and carers are positive about the school. They appreciate the support for themselves and their children.
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 routinely identify pupils' misconceptions promptly. As a result, sometimes they do not pick up on errors or use these to address gaps in pupils' learning. The school needs to ensure that all staff check learning carefully so that learning builds on what pupils already know and gaps in pupils' knowledge are identified and addressed swiftly.
