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Across the school, working relationships between teachers and pupils are strong. Pupils are polite and respectful. They understand that good behaviour means teachers can teach without interruptions to learning.
Pupils are kept safe. They report little bullying. They say that, if it does occur, it is sorted out quickly.
The right of everyone to be respected is central to the school's ethos and is interwoven throughout school life. Pupils are responsible, confident and articulate when talking about their rights. Ambassadors represent each class to ensure these values are upheld.
Leaders' aim is for all pupils to achieve. The curriculum is well planned and well ...sequenced in reading, mathematics and science. Pupils make good progress in these areas.
However, this is not the case in other subjects. Planning for lessons in these areas does not clearly identify the order in which pupils need to build knowledge. This means that learning is fragmented and does not help pupils learn more over time.
Pupils appreciate the range of clubs on offer. These are available for all. Trips outside school provide pupils with new experiences.
Pupils enjoy these visits, such as a recent trip to a farm for Reception children and a museum trip for Year 3.
What does the school do well and what does it need to do better?
Leaders and governors are clearly committed. They are approachable and engage well with the parent community.
An appropriate plan is in place to promote school improvement. Many areas have already been addressed, but work is still needed to improve the wider curriculum.
The improvement of reading has been prioritised.
A new phonics programme has been introduced and learning begins as soon as children start in Reception. Teachers are well-trained and supported to deliver this programme with consistency. Teaching is targeted to each pupil's starting points.
Consequently, they get the help they need. Those at risk of falling behind are identified. Additional daily interventions are put in place to make sure they are catching up.
Books are closely matched to the sounds pupils know. These are used to practise reading both at home and at school. Pupils are making progress towards being fluent, independent readers.
A love of reading is promoted through the use of key texts and shared reading opportunities. Pupils enjoy daily 'reading for pleasure' and timetabled library visits.
Mathematics and science are also clearly planned through small steps of learning.
As a result, teachers are clear what they need to teach in lessons, and pupils show increased understanding. In the early years, recent mathematics training for staff about the new requirements has helped adults to carefully teach the small steps of learning needed to develop children's understanding of numbers to 10.
Despite these strengths, however, in many subjects, leaders' curricular thinking is not well developed and still at a very early stage.
Too great a focus is given to overarching topics, rather than a well-thought-through progression of specific subject knowledge and skills. Too many lessons do not build on pupils' previous learning. Insufficient thought has been given to the subject-specific key knowledge pupils need to develop.
Leaders do not identify exactly what content they expect pupils to learn and remember at each stage from early years to Year 6. Consequently, it is difficult to assess the progress pupils make in acquiring subject knowledge.
Pupils with special educational needs and/or disabilities (SEND) make similar progress to their peers, within the constraints of the wider curriculum.
Their needs are identified quickly, and plans put in place so that work is adapted appropriately. Adults are deployed carefully to facilitate this. Pupils with SEND benefit from a caring, nurturing environment where inclusion is promoted and expected.
A calm, purposeful atmosphere is evident in all lessons and when pupils are moving around the school. They have a positive attitude towards learning. Routines are well established.
As a result, pupils know what is expected and they rise to that.
Pupils' wider development is prioritised. Leaders make sure all pupils have equal access to additional opportunities and support for their mental well-being.
They learn about important topics, such as respect, and equality and diversity. In this regard, pupils are well prepared for their future lives in modern Britain. Recent work to obtain pupils' views around gender has led to an action plan which includes better access to football for girls.
Leaders have an appropriate plan in place to improve persistent absence.
Staff are overwhelmingly positive about the leadership team. They value the autonomy given and appreciate the support with their workload and well-being.
Safeguarding
The arrangements for safeguarding are effective.
Leaders and staff are well trained. This enables them to identify concerns when they occur.
Rigorous reporting and tracking procedures ensure that concerns are well managed. Effective partnership work with outside agencies enables pupils and families to get the help they need as quickly as possible. Leaders are not afraid to challenge, to speed this along.
An emotional literacy support assistant provides early help to those who need it.
Leaders know their families well. They are aware of the contextual needs in the community and provide support to address these.
Pupils are also made aware of how to say safe, through the curriculum. This prepares them well for the next stages of their learning.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Reading and mathematics are well planned and well sequenced.
This is not the case for the wider curriculum. For every subject, leaders must first identify the key knowledge they want pupils to learn and ensure it is well sequenced from the early years up to Year 6. This will enable pupils to know and remember more over time, deepening their subject-specific understanding.
• Lack of identified knowledge for each wider curriculum subject makes it hard for teachers to plan lessons that build on what pupils already know. As a result, curriculum implementation is inconsistent. Leaders must ensure that curriculum delivery is consistent across the school and that work in books matches the ambition of the national curriculum in all subjects.
