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Pupils are happy, safe and value the school's nurturing and caring ethos.
They understand and embody the school's 'thrive' values. Strong relationships between staff and pupils are evident across the school. Parents appreciate the workshops and stay and play sessions that help them to find out how to support their children's education.
Pupils study a curriculum that is well sequenced. However, some pupils, including those with special educational needs and/or disabilities (SEND), do not get the right support to learn the school's curriculum consistently. These pupils often have gaps in their knowledge.
The school has high expectations for its pupils. Most pup...ils demonstrate positive attitudes and behaviour in class and around school. They enjoy their breaktimes, where they play nicely with their friends.
Pupils are confident that adults will deal quickly with any incidents of unkindness.
Pupils' personal development is promoted effectively. They benefit from an extensive range of activities that develop their character and further their interests.
Pupils enjoy the opportunities to attend school visits to museums, choir concerts or theatre visits that bring their learning to life.
What does the school do well and what does it need to do better?
The school's curriculum is ambitious for all pupils. It clearly identifies what pupils should learn and in what order from Nursery to Year 6.
Leaders, including from the trust, have an accurate view of the school. Together, they have prioritised providing the training that teachers need to deliver the curriculum well. The school's checks on pupils' progress across the curriculum are now in place.
There are robust systems for accurately identifying pupils with SEND and appropriate plans for support are put into place. However, some of this work is in its infancy. This means it has not yet had the impact that is needed.
The school has rightly prioritised early reading, and this work has had rapid impact. Staff model how pupils should use sounds to read with precision. Pupils read books that are well matched to the sounds they know.
Those who need additional support to keep up receive help quickly. Across the curriculum, pupils access a rich and diverse set of books. The focus on learning new vocabulary ensures they understand and enjoy reading.
In mathematics, work to improve outcomes has had less impact. Some pupils, particularly older pupils, have gaps in their learning and can struggle to recall previous learning. The school rightly recognises that pupils are not provided with sufficient opportunities to apply their mathematical knowledge to solve problems.
As a result, pupils' understanding in mathematics is not always where it should be. This means they are not as well prepared for the next stage of their education.
Furthermore, some pupils, including some pupils with SEND, do not learn the curriculum as well as they could.
Staff do not always check pupils' knowledge well enough. They do not consistently adapt their teaching to ensure that pupils with SEND can learn the curriculum. This means gaps in some pupils' knowledge and skills persist.
Staff sometimes move learning on before pupils are ready. At other times, those that find reading and writing a challenge cannot complete tasks, because they are too difficult. The school has not considered well enough pupils' starting points and how to adapt teaching to ensure that pupils can build their knowledge.
Children in the early years settle quickly. The curriculum in the early years is well structured. This helps children get off to a strong start from the moment they start in Nursery.
Staff work hard to get to know children and ensure that they become used to the daily routines rapidly. Children begin learning about letters and numbers straight away. They enjoy learning and playtime in the outside spaces.
Children are well prepared for Year 1.
Positive behaviour and relationships are central to the school's culture. The school uses these relationships and careful analysis of pupils' attendance to ensure that pupils spend more time in school.
Pupils generally behave well around the school and exhibit the school's high expectations in what they do. However, on occasions in lessons they find challenging, some pupils can become distracted and do not meet the school's expectations for behaviour in class.
The school's personal development provision is a strength.
The school ensures that pupils know how to keep themselves healthy, including with regard to their mental health. Pupils are supported to identify their emotions and recognise how to get help if they need it. They talk positively about the support they get from adults.
Pupils know that democracy involves everyone having the right to vote. They can relate this to the elections they hold for their school council. Pupils are accepting of one another.
They know that everyone deserves to be respected.
Adults feel well supported by the school. They appreciate the support they get to manage their workload.
Staff value working with colleagues from across the trust.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In mathematics, pupils are not always provided with enough opportunities to problem solve and reason.
As a result, some pupils do not learn to apply their mathematics in different contexts. The school must ensure that pupils routinely encounter opportunities to develop their ability to problem solve and reason. Teaching is not consistently adapted well enough to take account of pupils' needs.
This includes some pupils with SEND and other pupils who find reading and writing challenging. Sometimes, pupils struggle to get started or complete their learning tasks successfully because they are too difficult. The school should support teachers to adapt tasks so that they take account of pupils' starting points and help them to build their knowledge.
• Teachers do not check consistently whether pupils have secured new knowledge. As a result, pupils can develop gaps in their understanding. The school must ensure that staff check pupils' understanding accurately to address gaps and help pupils gain knowledge securely.
