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Pupils are happy to attend this small, nurturing school.
They see themselves as part of one big caring family. Pupils embody the school ethos by being kind, respectful and safe. Older pupils look after younger pupils and take pride in being their 'buddies'.
From the moment that they start school in Reception class, children are encouraged to let their 'light shine'. The school has high expectations for all pupils' achievement, including those with special educational needs and/or disabilities (SEND). Pupils enthusiastically strive to reach these goals.
They are avid learners who achieve well.
The atmosphere in school is calm and pleasant. Pupils appr...eciate the school's positive approach to helping them behave well.
They are respectful towards each other. Pupils feel that staff care about them. They trust that staff have their well-being in mind.
Pupils know that there is someone to go to if they are worried or upset.
Pupils have many opportunities to develop beyond their academic achievement. They take on various leadership roles in school, such as play leaders, librarians and house captains.
Pupils help to promote the values of the school through acting as ethos councillors.
What does the school do well and what does it need to do better?
The school has carefully designed a curriculum that enables pupils to build their knowledge from the early years to Year 6. In the main, the school has made sure that teachers know how to deliver the curriculum well.
Teachers design suitable learning activities that enable pupils to deepen their thinking. Pupils can connect knowledge between different subjects and topics. This helps pupils to make sense of what they have learned.
Over time, most pupils build a secure body of knowledge across a range of subjects.
In most subjects, teachers check that pupils have understood and can remember previous learning before they move on to something new. However, the school does not make sure that this happens in some subjects.
From time to time, some teachers do not check that pupils' learning is secure. This means that, on occasion, teachers do not identify and address pupils' misconceptions as quickly as they could.
The school prioritises the teaching of reading.
Children start learning the phonics programme right at the start of the Reception Year. Knowledgeable staff deliver this programme consistently well. They identify pupils who are at risk of falling behind in the phonics programme and help them to catch up quickly.
Most pupils develop into fluent, confident readers by the end of Year 2. The school fosters a love of reading. For example, pupils run the school library while older pupils run an outside 'reading shed' for younger pupils.
Pupils with SEND are identified right from the start of their time in the early years. The school works purposefully with teachers, parents, carers and outside agencies to enable pupils with SEND to access the same learning as their peers. This helps pupils with SEND to progress well through the intended curriculum.
Pupils behave well around school. They respond to leaders' high expectations of them. Within lessons, pupils are highly motivated and enthusiastic about their learning.
On a few occasions, this enthusiasm can lead to small amounts of low-level disruption. Where this is the case, teachers redirect pupils effectively so that no learning time is lost.
Pupils can attend a range of clubs to suit their interests.
The school teaches pupils about different religions and cultures. Pupils understand the ways in which people might be different to themselves, for example through race. They are adamant that being different does not matter and that everyone should be treated with equal respect.
Pupils know how to keep themselves healthy. They also understand that it is important to be 'mentally safe'. The school also promotes online safety well, with pupils and with their parents.
The local governing committee knows the school well. It uses this knowledge to support and challenge school leaders effectively. Trust directors take a strategic approach and maintain a clear overview of the school.
The school engages purposefully with staff and supports them with managing workload. This means that they are able to focus on teaching and learning.
Parents are highly supportive of the school.
They appreciate the way that the school communicates regularly about their children's learning and progress. Parents of pupils with SEND feel that the school meets the needs of their children effectively.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a few subjects, teachers do not check whether pupils have learned the intended curriculum as effectively as they should. This means that occasionally pupils' misconceptions go unnoticed. The school should ensure that, in these subjects, teachers are suitably equipped to use assessment strategies consistently well to inform future learning.
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