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A happy, exciting learning environment greets children from the Reception Year onwards. Everyone is welcome. Staff want every pupil to flourish academically, personally and socially – and pupils do.
Pupils enjoy their lessons very much. They say that they are 'fun' and 'interactive'. They say that teachers explain things well and help them if they are unsure.
Staff make sure pupils remember key knowledge so that they are ready for what is next.
The curriculum is rich and relevant. Pupils find out about the history of shoemaking in Northamptonshire.
They visit Silverstone racetrack. They quickly learn to rea...d and enjoy lots of books, such as 'Nim's Island'. They work hard in class and leave well prepared for secondary school.
Pupils behave well. From the early years onwards, they are taught to be kind and respectful. They enjoy getting rewards such as the 'Golden Mention'.
Pupils feel safe and secure within the school community. Everyone comes together for assemblies and sings out the school's song with pride. They look after their school by watering the plants.
The 'Tombles' collect litter in the community. Pupils explain that 'it's everyone's responsibility to be a role model'.
What does the school do well and what does it need to do better?
Staff at the school are determined that every pupil will reach their potential.
Some subject leaders are new to their role and need further guidance to fulfil all their responsibilities. However, the school has ensured a consistent approach to all aspects of provision, which begins in the early years. Here, children get off to a strong start.
A wide range of well-planned activities mean children are excited to learn. They use simple maps to navigate around the outdoor area. They write sums, such as '5+4=9'.
They cooperate happily together in the water area.
The school's teaching of phonics is excellent. All those who teach early reading are experts.
They help any pupils who fall behind to learn the sounds and letters they do not know. As a result, children use their 'Fred Talk' to read fluently. Those in Reception Year learn to read words such as 'rich' and 'chop'.
By Year 2, pupils spell more complex words correctly, for example, 'dolphin' and 'congratulation'.
Pupils returned from the pandemic with considerable gaps in their knowledge. The school has worked hard to close these.
Despite this, the knowledge of many pupils in the 2023 Year 6 cohort was not secure enough by the time they left the school. Pupils' fragile abilities led to their low attainment in mathematics and in grammar, punctuation and spelling. Weaker skills in reading meant that they made significantly less progress than they should have done in this subject.
However, the school has wasted no time in tackling each of these aspects head-on. Thorough analysis of the subjects took place. Curriculum plans were improved.
Teachers received intense, precise training wherever it was needed. Staff addressed any weak planning or delivery and put in place action to tackle it. Monitoring of impact was strengthened.
As a result, weaknesses have been rectified. Pupils across key stage 2 are making, like their younger peers, effective progress in their reading. They compose accurate written work that is both creative and assured, across a wide range of genres.
Pupils' mathematical knowledge is now at least in line with age-related expectations. They know their multiplication tables, can explain algebra and solve problems with confidence.
The school uses the 'I do, we do, you do' approach in lessons.
Pupils say that this structure helps them to learn well and want to learn more. The needs of those with special educational needs and/or disabilities (SEND) are carefully addressed. This means that they can make the progress they are capable of.
These pupils are proud of their work and can see how they are knowing and remembering more over time.
The school's personal development programme is good. It develops pupils' character and gives them the knowledge to make safe, well-informed decisions.
Pupils learn about the need to respect others, to behave well and to stand up for what is right. The school gives 'Yes I can' awards to those demonstrating great courage. The school's pastoral support is a strength of the school.
At its heart is 'The Hive', where skilled staff help pupils with emotional needs. This is supported by a suite of other interventions of an equally high quality.
Pupils support strongly the school's behaviour code.
They listen well, try their hardest, raise money for charity and are kind to others. They are polite, positive young citizens.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• The leaders of some subjects are relatively new to their role. Some have not had sufficient opportunity to monitor the quality of their colleagues' pedagogy, for instance. Senior leaders should continue to give them time and support to undertake their role, so that they are highly proficient in developing and enhancing the professional quality of their colleagues' delivery of the curriculum.
