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Pupils enjoy attending this warm and friendly school. Adults are kind and caring. They know the pupils well and help them to feel happy and safe.
Leaders have the highest expectations of what pupils can achieve. Pupils enjoy their lessons and work hard.
The school is a calm and orderly place.
Pupils behave well in lessons and around the school. The school's new 'behaviour blueprint' ensures that there are clear routines for good behaviour in classrooms and around the school. Children in Nursery and Reception play and learn happily together.
They learn to take turns and share.
Pupils with special educational needs and/or disabilities (SEND) a...re fully included in all aspects of school life. If pupils have any concerns, they are confident that staff will take action to deal with them.
The school encourages pupils to be active and responsible citizens. For example, pupils can take part in the school council. Pupils learn about different cultures and beliefs, and they visit local places of worship.
Staff promote pupils' positive mental health and well-being.
Parents and carers are positive about the school. One parent summed up the views of many when they said, 'This is a small school that packs a big punch!'
What does the school do well and what does it need to do better?
The school has designed a broad and balanced curriculum that matches, and at times exceeds, the expectations of the national curriculum.
It is rich in knowledge and vocabulary and ambitious for all pupils. Leaders have identified the key knowledge and skills they want pupils to learn.
Pupils, including those in the early years, build up their knowledge in each subject sequentially over time.
For example, in music, pupils learn about a wide range of musical styles and composers. They learn to produce sound vocally, instrumentally and through technology. This enables pupils to gain confidence in pulse, pitch, melody, composition and listening.
In history, Year 3 and 4 pupils learn about Ancient Greek civilisation, deepening their understanding of chronology and key historical language. The school's curriculum is ambitious. However, in some subjects, it is still very new.
This means that pupils have not yet built up deep subject-specific knowledge over time.
Teachers deliver the planned curriculum effectively. There are regular opportunities for teachers to check what pupils know and can do.
This helps teachers to identify any misconceptions that pupils may have. Teachers know the pupils in their classes well. Leaders identify the needs of pupils with SEND carefully.
They ensure that adults know how to meet pupils' needs so that they can access the curriculum successfully. Leaders work closely with parents and carers of pupils with SEND in deciding how to best support their children.
Leaders prioritise reading across the school.
There is a clear curriculum in place for early reading and regular training for all staff who deliver it. Staff introduce and model how to pronounce new sounds clearly. They assess regularly how well pupils read to identify any gaps in their progress.
Pupils who fall behind in the phonics programme are helped to catch up quickly. In the early years, adults use songs and stories to develop children's language and communication skills. They model the use of new vocabulary and encourage children to talk about what they are learning.
Pupils in older year groups enjoy reading a wide variety of high-quality texts with their class teachers.
Leaders have recently revised their behaviour policy. Staff help pupils to manage their feelings through a range of strategies.
Older pupils show high levels of respect for each other and adults. Classrooms are settled places, where pupils can focus on learning.
The school has effective systems for ensuring that pupils attend school regularly and on time.
Leaders work closely with other agencies to ensure that attendance is carefully monitored so that action can be taken if there are patterns of concern.
Leaders emphasise the importance of mutual respect and acceptance through the curriculum and special events. There are many opportunities to celebrate the school's diversity.
For example, in food technology, pupils learn to prepare a range of recipes from around the world. They participate in different clubs and activities, including sports, fitness and the arts. However, some pupils do not yet make full use of the opportunities available to them.
Leaders have a clear vision for improving the school. The governing body makes an important contribution to the school's development. The school works closely with parents.
Staff are very positive about all areas of school life. They recognise the significant improvements over the last year.
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 school's curricular thinking is not fully embedded. This means that pupils do not deepen their subject-specific knowledge and understanding. The school must ensure that curricular intent is fully implemented in all subjects so that pupils learn subject content consistently well.
