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Most pupils enjoy attending this growing, diverse primary school. They know the vision and the values of the school exceptionally well. This is because pupils were part of developing them.
Pupils embrace how their local community is changing and growing in size.
Pupils are safe at the school. They know exactly what adults expect of them.
Pupils have trusted adults and a team of pupil 'worry busters' that they can go to if they need support. The vast majority of pupils are respectful and polite, and they behave well. Staff deal with the rare incidents of poor behaviour quickly and effectively.
Staff have high expectations of pupils in all lessons. Pup...ils listen well, contribute to discussions and enthusiastically complete activities. They achieve strong outcomes in national tests and assessments at the end of Year 6.
Pupils have an exceptional breadth of opportunities available to them. Through the school's 'electives' programme, they can learn new skills, for example street dance, crochet, photography or playing the glockenspiel. Many pupils choose to develop these skills even further at lunchtime or through additional lessons.
Many excel at the skills they learn from these 'electives'.
What does the school do well and what does it need to do better?
The school has developed a broad and rich curriculum, which is highly ambitious for all pupils, starting from the early years. Leaders have carefully considered what is taught and when.
Subjects are well sequenced, and some topics link together. This is particularly the case in English and mathematics, where pupils achieve well in national tests and assessments.
Staff have strong subject knowledge.
They provide opportunities for pupils to think about what they want to find out. As a result, pupils explore new learning and topics with excitement. Most of the learning and activities that pupils complete are well designed and reflect the ambition of the curriculum.
However, in a few subjects, teaching is not always adapted to meet pupils' needs. In these subjects, pupils do not learn and remember as much of the curriculum as they could.
Pupils with special educational needs and/or disabilities (SEND) learn well alongside their peers.
The school quickly identifies children's needs from the early years or when pupils join the school. This enables effective support to be put in place quickly. The school ensures that pupils with SEND get the right support from external agencies if required.
Staff supporting pupils with SEND receive regular professional development.
Pupils enjoy the routines and repetition of their phonics lessons. These start in Reception.
Well-trained staff teach phonics effectively. They regularly check pupils' learning and those who need additional support receive it. Reading permeates through the curriculum, and text choices spark discussions in other subjects.
The well-resourced library and reading spaces around the school ensure that pupils can access a variety of books to enjoy in their breaktimes. Pupils become confident and fluent readers over their time in the school.
Staff follow the behaviour policy, and it is known to pupils, who follow it well.
Most pupils attend the school regularly. However, for the few who find this difficult, the school is working with them and their families to ensure that they attend regularly. The school has positive relationships with these families, which is helping to raise attendance further.
The provision for pupils' personal development is exemplary. Pupils embrace individuals' uniqueness. They demonstrate high levels of respect for all and they take excellent care of each other.
Pupils value friendships and healthy relationships. They are clear about what these are, and they have strategies to maintain them. The Junior Leadership Team (JLT) is large, with pupils taking responsibility for different aspects of the school.
All members of the JLT know their roles and responsibilities exceptionally well, and other pupils aspire to take on these roles. They make a palpable difference to the life of the school. For example, the 'learning ambassadors' discuss the learning that takes place in the classroom and how they think it could be even better.
This input contributes to pupils enjoying their learning.
The school prioritises staff's professional development and well-being. Workload is carefully considered for everyone.
Parents and carers are positive about the school and the work that it does. The governing body knows its role and responsibilities well and ensures that it works together with the school to fulfil these.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a few subjects, teaching is not always adapted to meet the needs of pupils so that they realise the ambition of the curriculum. Therefore, in these subjects, pupils do not learn what is intended as well as they could. The school should ensure that teaching is adapted effectively to meet pupils' needs.
