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Pupils enjoy attending this welcoming and inclusive school where they are happy and excited to learn. They are inspired by the school values of 'Be Kind, Be Brave, Be Curious', and they flourish here. Staff take great care to get to know each pupil and their family.
The youngest children settle quickly, and learn to share, to listen to others and to take turns.
The school is a place of high expectations for all pupils. Pupils are respectful, courteous and well mannered throughout the school.
They understand and champion the school's 'kindness curriculum'. At social times, pupils play and chat happily. This helps most pupils achieve well across a range of subj...ects.
Pupils feel safe. They know staff are always on hand if they need support or have a worry. The school offers a variety of extra-curricular clubs, such as netball, construction, choir, 'pop' and dance.
These are very popular and enable pupils to develop their talents and interests.
Parents and carers are overwhelmingly positive about the school. One parent, reflecting the views of many, said: 'The teachers absolutely make this school.
They are so caring towards the children. They help them to develop not just academically but into lovely human beings.'
What does the school do well and what does it need to do better?
Reading is prioritised in the school.
In the Nursery, children are introduced to environmental sounds by listening to, and joining in with, familiar rhymes, stories and songs. This prepares them well for learning phonics from the start of the Reception Year. Over time, pupils use their developing knowledge to blend sounds together to form and segment words.
The school regularly assesses pupils' phonics knowledge to identify any gaps in learning. Pupils who fall behind are provided with support to catch up quickly. As a result, by the end of key stage 1, most pupils are reading with accuracy and fluency and achieve well in the national phonics screening check.
During the inspection, pupils spoke about how much they like to read and talked about some of their favourite authors and books.
The curriculum for mathematics sets out what pupils need to learn, and when. It is carefully sequenced so that new learning builds on what pupils have previously been taught.
In Year 1 and Year 2, lessons have a 'flashback four' so that pupils can recall and practise prior knowledge. Pupils understand why this is important.
Most of the school's curriculum is well organised.
Leaders have thought carefully about what will be taught and the best order to teach it in. On the whole, pupils remember what they have learned. While the school has begun refining the key knowledge that pupils are expected to learn and remember, at present this work is not fully complete.
As a result, in these subjects, pupils' recall of the curriculum is inconsistent.
Checks of pupils' knowledge are used well in reading, writing and mathematics to shape teaching. However, in other subjects, these checks are not as effective as they could be.
The school does not always ensure that pupils understand the most important knowledge. This makes it difficult for some pupils to build on what they already know.
In the early years, the school has focused on improving communication and language as well as personal and social skills.
Staff help children to learn to share toys and to help to tidy up. Physical development has also been a focus. Staff enable children to develop positive routines and habits, which creates a focused and cooperative atmosphere for learning.
However, on occasion, the school does not ensure that staff make effective use of information about what children already know and can do when organising learning activities. This means that sometimes children do not learn as much as they could.
Pupils with special educational needs and/or disabilities (SEND) are very well supported.
Their needs are quickly identified and appropriate support is put in place. Teachers provide skilful adaptations to ensure that all pupils can access the same learning as their peers. Staff support pupils with complex needs with skill, care and sensitivity.
The effectiveness of this support means that pupils with SEND achieve well.
Pupils access a comprehensive personal development programme. For example, they learn how to be a good friend and how to identify potential risky situations by learning about road and online safety.
Pupils talk passionately about their fundraising and work with the 'dementia choir'.
Staff enjoy working at the school. They feel supported by leaders in managing their workload and well-being.
Governors have a strong oversight of the school. This enables them to support and challenge leaders as appropriate.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Sometimes, the school does not ensure that some of its curriculum is clear on the essential knowledge to teach to pupils and when. This makes it harder for staff to make sure that pupils know and remember the information that the school intends. The school could further refine the curriculum for each subject to specify the knowledge that pupils are expected to learn and recall.
• Assessment is not used consistently well across some areas of the curriculum. As a result, gaps in pupils' learning are not effectively identified and resolved quickly. The school should further develop its systems for using assessment information to better prepare children for the next steps in their learning.
The school is not using its knowledge of children's prior learning in the early years as well as it should to shape their next steps. This is leading to inconsistency in the quality of provision, both indoors and outside, and means that children are not achieving as well as they could. The school should build on what children know and can do so that activities provide a strong foundation for their future learning.
