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Pupils are given the best possible start to their education at Streethay.
Pupils take pride in their learning. The school has created a strong climate that enables all pupils, including those with special educational needs and/or disabilities (SEND), to excel.
Pupils behave impeccably.
They treat each other with unwavering kindness and respect. They learn how to understand and control their emotions. They then use this understanding to support other pupils when they find things difficult or need help.
Consequently, there is a highly harmonious environment.
The school's values and character traits underpin all its work. For example, pupils le...arn how to be resilient, curious and empathetic.
These traits are celebrated, and pupils are awarded with lanyards to indicate that they have demonstrated them. Values and traits are also reinforced at home and at the before- and after-school club. This leads to pupils having a deep understanding of their importance.
Pupils' talents and interests are supported well. They are well trained to lead in many aspects of school life. There are a range of clubs on offer.
They know they only have to ask, and the school will do all it can to provide a club for them.
What does the school do well and what does it need to do better?
The school has designed a highly ambitious curriculum that supports pupils, including those with SEND, to learn exceptionally well. The school has clearly identified the key knowledge and vocabulary that pupils should learn and the order in which it should be delivered.
Links across the curriculum allow pupils to apply their learning in other subjects successfully. Teachers take every opportunity to develop pupils' understanding further through the school's 'seeds of learning' approach. As a result, pupils' attainment across the curriculum is high.
Parents agree that pupils do well. One comment was typical of many when a parent stated, 'My children, supported by the school, have a thirst for learning.'
The school and the trust prioritise staff development.
This has ensured consistency in the delivery of the curriculum even as the school grows in pupil numbers. Appropriate training helps to build staff's confidence in checking carefully on how well pupils understand and remember what they have learned. Teachers skilfully adapt how they deliver the curriculum to address pupils' misconceptions as they arise.
Children in the early years make a fantastic start to school life. Adults model effective use of ambitious language. Therefore, children in the early years use subject-specific vocabulary routinely and confidently.
Pupils are highly articulate and can explain their understanding with clarity.
A love of reading permeates the school. Leaders have identified a range of texts which pupils encounter across the curriculum.
As a result, pupils develop a thirst for reading. They have many favourite books and authors. Pupils read avidly inside and in the playground.
They love to have their name placed on the school's 'reading trees' to celebrate their success in reading.
Staff have a strong understanding of the early reading curriculum. They deliver the phonics programme with considerable expertise.
Pupils regularly practise their reading using suitable texts that match their phonics knowledge. Staff quickly identify any pupils who find it more difficult to remember the sounds that they have been taught. These pupils receive the extra help needed to keep up with their peers.
This enables pupils to develop into confident and enthusiastic readers rapidly.
Staff are vigilant to the signs that may indicate that pupils require additional help, including those pupils with SEND. The school swiftly identifies the most suitable support so that these pupils can learn the curriculum successfully.
Staff remove any barriers to learning that pupils with SEND may have. For example, some pupils use voice notes on a tablet to record their ideas before writing. Consequently, pupils with SEND love learning and achieve very well.
Pupils recognise and celebrate our diverse society. The school supports this well. For example, pupils go on a 'faith trail' in order to understand different religious beliefs.
As a result, they have a deep appreciation of, and respect for, the differences between people.
The academy council is passionate about the school. It is determined that it continues to succeed as it grows in pupil numbers.
Academy councillors have a very accurate overview of the school and the 'tweaks' it needs to make to improve.
The trust has supported the school well since it opened, enabling it to thrive.
