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From the moment that pupils enter school each day, they thrive in an atmosphere which marries educational excellence with a sense of community and fun. Pupils' voices help to shape the school into a place where everyone feels valued and celebrated.
Pupils know that the school has extremely high ambitions for their academic achievement.
They respond to these expectations with enthusiasm and achieve exceptionally well across all subjects. Pupils speak articulately and confidently about their current and previous learning. By the end of Year 6, they attain highly in reading, writing and mathematics.
The school has correspondingly high expectations for pupils' be...haviour. Pupils meet these expectations in all areas of school, including the corridors and the playground. The atmosphere in school is calm and purposeful.
Pupils take responsibility for their own behaviour and follow the guidelines created by the Pupil Parliament Home Office.
Pupils are well prepared to be the citizens of tomorrow in many ways. They take positions of responsibility, such as training to become pupil health mentors, with great enthusiasm.
They raise funds for charity through enterprise challenges. The eco-parliament attends local pupil conferences on climate change.
What does the school do well and what does it need to do better?
The curriculum design is exciting and exceptional.
There is clear identification of key knowledge from the Nursery Year to Year 6 in every subject. Important concepts build sequentially so that pupils build a wealth of knowledge and a deep understanding of each subject. There are clear links between different subjects.
The school recognises the critical importance of giving children a strong foundational knowledge in the early years. The early years environment is well organised and language-rich. Exciting activities match the focus of learning.
It is a hive of productivity. Children in the Nursery and Reception Year are enthusiastic, joyful learners.
The delivery of the curriculum is consistently strong across all subjects.
The school ensures that teachers have excellent subject knowledge. This means that teachers deliver engaging, interesting lessons. Pupils learn new key knowledge and build successfully on what they have already learned.
Teachers check learning throughout each lesson so that misconceptions can be identified and addressed immediately. Pupils' work is beautifully presented and evidences a depth of learning.
Children in the early years, and pupils in key stage 1, develop a secure knowledge of phonics.
The school provides timely, effective support for any pupils who are at risk of falling behind in the phonics programme. This ensures that pupils are fluent, confident readers by the end of Year 2. Older pupils read a wide range of increasingly challenging texts out of choice.
The school identifies pupils with special educational needs and/or disabilities (SEND) at the earliest possible point. It uses this information to design and deliver appropriate support. Learning activities are carefully adapted so that these pupils access the same ambitious curriculum as their peers.
Pupils with SEND progress very well through the curriculum.
Pupils show enthusiasm and high levels of engagement and independence with their learning. They show resilience when learning is challenging.
The school maintains consistently high levels of attendance and punctuality. It does this through building strong relationships with parents and carers. It works with them to reduce barriers so that pupils benefit from being in school on time, every day.
Pupils make a tangible contribution to the school, for example by creating a prayer room for pupils of different faiths and helping to establish a 'closed street' to promote pupil safety. There is a rich offer of clubs to meet the interests of all pupils. These are well attended.
Often these clubs make a wider contribution to the life of the school, for example the high-quality 'Tyntestimes' termly magazine produced by the journalism club. The school teaches pupils about different faiths. Pupils also love to learn from each other about their different cultures.
They value and respect these differences. They firmly believe that everyone should be treated equally.
Parents are extremely supportive of the school.
They feel well informed about their children's progress. They are very complimentary about the level of academic and pastoral support that the school offers. Staff feel that the school is very mindful of their well-being.
They appreciate the way that leaders involve them in any decisions made in school.
Members of the local governing body are proud of their amazing school. They are well informed and knowledgeable.
This allows them to offer support and challenge as appropriate. Trustees have a strong oversight of the school.
