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Pupils are at the heart of this diverse and inclusive school.
Leaders have high expectations and want all pupils to achieve well. The school values of 'kindness, curiosity and commitment' are evident in the way pupils interact with adults and their peers on a day-to-day basis. The school supports pupils in making the right choices.
Pupils feel safe and enjoy coming to school. They value their friendships. Pupils have extremely positive attitudes to their learning.
Pastoral support is strong. This enables pupils to engage effectively in their learning and their own personal development.
Pupils are proud of their school.
They are polite and co...nsiderate towards others. Pupils live up to adults' high expectations of behaviour. They understand the importance of being 'respectful, responsible and safe'.
The school is a calm and purposeful place to learn.
The school places high importance on developing pupils as individuals. Parents are overwhelmingly positive about the education and the opportunities the school provides.
One commented, 'The school goes beyond teaching the bare bones of the curriculum and help my child thrive as an individual and grow important skills for life.' Diversity is celebrated. Pupils are highly tolerant and accept everyone's uniqueness.
What does the school do well and what does it need to do better?
The school is ambitious for all. It provides a wealth of experiences for pupils to develop their resilience and become lifelong learners. A culture of teamwork and respect exists across the school community.
Staff appreciate the range of opportunities that support their own development and expertise.
Reading is prioritised and is central to the school's curriculum. High-quality texts support pupils' enjoyment of reading.
Reading is lived and breathed at the school. There is a sharp focus on ensuring all children learn to read. The structured and consistent approach to the teaching of phonics helps children become confident and resilient readers.
Books match the sounds children are learning. Careful checking of what children know and can do ensures those who struggle keep up. Older pupils talk confidently about the books they read in class.
They understand the importance of mastering the skill of reading.
The school has implemented a well sequenced curriculum that maps out the specific content and knowledge they expect pupils to know and remember. Vocabulary forms an integral part of the curriculum design.
For example, in mathematics, a focus on the explicit teaching of vocabulary supports pupils to develop their reasoning and explanation skills, including for those in early years. In history, pupils are able to recall and explain terms, such as 'deforestation' and 'polytheistic' in reference to the Mayan civilisation. However, for disadvantaged pupils, strategies to address gaps in their learning, particularly in writing and mathematics, remain in the early stages of implementation.
As a result, some of these pupils are not as well prepared as their peers for the next stage in their education.
The school tailors learning to meet the needs of pupils with special educational needs and/or disabilities (SEND). For example, colour coding in music supports pupils with SEND to play glockenspiels with increasing confidence and success.
Careful and rigorous identification and ongoing checks of pupils' needs ensure swift support is put in place. Parent and child voice forms the co-production of individual plans.
Pupils' behaviour is excellent.
Established routines from the early years result in respectful and supportive relationships. As a result, pupils across the school are ready to learn. If pupils dysregulate, staff act with sensitivity and care to re-engage them.
Pupils' personal development is a high priority within the school's curriculum and beyond. The school provides opportunities to enable pupils to think about their future. For example, the school holds a careers fair to enable older pupils to consider and develop their aspirations.
Pupils receive a wealth of wider enrichment opportunities identified through the 'Passport of Experience'. They know how to be a good friend and have detailed knowledge about discrimination. Explicit and sensitive teaching through the curriculum and assemblies supports all pupils in being secure and confident in their understanding of difference.
Pupils study a range of religions and have many opportunities to visit places of worship. Within the diversity of the school, pupils systematically reflect on their own and the beliefs of others with care and respect.
Governors and trust leaders share the same ambition as the rest of the school community.
They support the school through relevant challenge to build on the school's current successes. Decisions taken are made in the best interest of pupils.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Strategies to address gaps in learning for some disadvantaged pupils, particularly in writing and mathematics, remain in the early stages of implementation. As a result, some disadvantaged pupils do not progress as well as their peers through the curriculum. The trust should ensure that a high focus on meeting the needs of this group of pupils is embedded so that all pupils are ready for the next stage of their education.
