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Staff and pupils share the same high expectations of each other. The school's values of love, kindness, respect and collaboration help pupils to develop their character, resilience and independence.
As a result, pupils are confident, enjoy coming to school and attend very well. The school's ambition for achievement is also high. Learning is purposeful.
Pupils, including those with special educational needs and/or disabilities (SEND), achieve well.
For its size, the school offers a wide range of clubs such as rounders, basketball and computer coding. Pupils love representing their school in sports, including cross country.
At lunchtimes, older pupils ...run an art club for younger pupils. In the playground, pupils organise and play cricket and other ball games. Pupils of all ages play harmoniously together.
Playtimes are joyful.
The school is a very happy place to be. Pupils' behaviour and attitudes to learning, are exceptional.
Routines to promote excellent behaviour start from the early years and continue throughout the school. Strong relationships between staff and pupils foster a sense of belonging.
What does the school do well and what does it need to do better?
The school has improved in all areas since the last inspection.
Leaders and governors have successfully led the school through a significant period of change. The school has recently joined a new multi-academy trust. Trust leaders work alongside school staff to help them implement a new, ambitious curriculum.
In subjects with well-established curriculums, like mathematics and English, staff teach content precisely so that pupils' learning builds securely. For example, in Reception, through exploration and consolidation children learn to count by rolling dice and making the correct number of jumps along a line on the floor. Older pupils extend their knowledge of fractions by using it to solve word problems confidently.
However, in other parts of the curriculum, some subjects are not as clearly sequenced. Whilst the new adopted curriculum makes clear the key knowledge it wants pupils to learn, there has been insufficient time for this to be fully implemented and as a result pupils struggle to connect new learning with what they have learned previously.
Reading is a top priority.
Children start to learn to read as soon as they begin the Reception Year. Staff systematically check pupils' understanding of phonics. Pupils use what they have learned to decode new words.
Pupils practise reading regularly, reading books that match the sounds they know. This helps them become fluent and accurate readers. Swift support helps those who struggle with reading to catch up quickly.
Pupils enjoy visiting the school library during breaktimes and lunchtimes.
Children in the early years cooperate well. They share resources and take turns as they explore activities.
Staff develop children's communication and language skills by carefully modelling the vocabulary they want children to know. Activities allow children to develop and consolidate their learning through play. Staff successfully adapt activities so that pupils with SEND learn alongside their peers.
As a result, most pupils with SEND learn well.
The curriculum for pupils' personal, social and health education (PSHE) is well designed. Pupils learn about online safety, healthy relationships and how their bodies change as they get older.
Pupils learn to value difference and have a strong knowledge of different faiths. They can confidently make comparisons about places of worship and holy books. The school nurtures pupils' spiritual development through strong links with the local church.
For example, pupils make and display poppy wreaths for Remembrance Day or take part in performances for the local community.
Older pupils have positions of responsibility such as supporting younger children in the dining hall or setting up equipment at playtimes. Pupils understand the difference they can make to the school.
They enjoy raising money for the development of the nature area by selling homegrown pumpkins and bags of conkers.
The trust and local governors are supportive of the school. They ensure that staff benefit from frequent opportunities to visit other schools to work collaboratively and share expertise.
Staff value this training and love working at the school. Most parents are pleased with the education their children receive.
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, the curriculum is new. As a result, pupils are not always able to connect new learning to what they have studied previously. The school and trust need to ensure that the curriculum is securely and consistently embedded, from the early years onwards, so that pupils know more and remember more.
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