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Parents and carers, staff and pupils praise its 'family feeling'. Pupils' learning is steeped in the proud history and traditions of the local village, including its manor house, churches and community groups. In addition, pupils gain a first-rate introduction to their lives as responsible, respectful citizens of modern Britain.
Pupils, including those with special educational needs and/or disabilities (SEND), are supported with immense warmth, care and skill by staff. The school knows pupils' learning, personal development and mental health needs comprehensively. Pupils have high emotional well-being and they feel safe at sc...hool.
Pupils readily respond to the school's high expectations and they achieve remarkably well.
Pupils benefit greatly from all that the school has to offer. This includes the impressive range of extra opportunities that the school provides to enhance pupils' learning of the curriculum.
For example, almost every pupil attends an extra-curricular club, such as chess, reading or 'mad science' clubs.
Pupils build incredibly positive relationships with one another and with staff. In lessons and during other times at school, pupils' behaviour is exemplary.
They listen, show respect and give their utmost when completing their work.
What does the school do well and what does it need to do better?
Leaders, governors and staff seek, and achieve, the very best for pupils. The school's curriculum in key stages 1 and 2 is exceptionally well thought out.
Staff use their high-level expertise to deliver subject curriculums very well. The school's curriculum has an impressive impact on pupils' knowledge. Pupils, including those with SEND, achieve remarkably well in different curriculum subjects.
For example, pupils' attainment is consistently high throughout the school in reading, writing and mathematics.
The school uses outside experts to challenge and inform its educational thinking incredibly well. This has helped the school to establish an exceptional education for pupils in key stages 1 and 2.
Children in the early years learn well, but not as impressively as older pupils. This is because the school's thinking about some of the knowledge that it will teach children in early years is less well developed.
From the start of the Reception Year, staff ensure that pupils develop excellent reading habits.
Teachers choose stories carefully to read to pupils. These stories are often linked to key learning. Pupils learn from exploring a wide range of high-quality fiction and non-fiction books at school.
They benefit greatly from staff's skilful teaching of phonics and reading. Staff provide timely and effective support so that pupils who need extra help with their reading catch up quickly. Teachers work successfully with parents to support pupils' reading at home.
Pupils become competent early readers and attain highly in reading.Staff check carefully how well pupils remember important knowledge. When necessary, teachers revisit key prior learning to deepen pupils' understanding.
This helps pupils to know and remember the curriculum extremely well.
The school identifies the additional needs of pupils with SEND swiftly. Staff collaborate with outside professionals and with parents to build the right educational support for pupils at the school.
This work begins successfully in the early years. Pupils with SEND learn subject curriculums very well and achieve highly.
Pupils manage their own feelings and behaviour exceptionally well.
Staff expertly guide pupils to follow the school rules. Pupils work without distractions and with determination and care. They have a thirst for gaining new knowledge.
Teachers can focus fully on teaching the curriculum.
The school takes many well-considered steps to enrich pupils' broader knowledge. For example, it exposes pupils to additional experiences of religion, science and culture through regular and thoughtfully organised educational visits.
Staff teach pupils to care deeply about the needs of other people. For instance, pupils develop a first-rate understanding of the importance of supporting the elderly, the sick in hospital, refugees and the homeless. Pupils are exceptionally well prepared to become responsible citizens.
The school reviews carefully how effectively staff teach its curriculum. It ensures that staff have the subject-specific expertise required to design high-quality learning. Staff have a reasonable workload.
The school provides staff with appropriate training and support, which enables them to carry out their roles extremely well.
The governing body fully understands its role. It uses its extensive expertise to challenge and support the school successfully.
Governors keep a close eye on key aspects such as SEND, safeguarding, finance and the curriculum. The governing body acts responsibly regarding the challenges and opportunities for the long-term life of the school.
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